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In this paper, we prove that any polygon P in R2 containing a fixed smooth. strictly convex and origin-symmetric body Γ whose boundary is real analytic in its interior, can be determined by its Γ-section functions among the polygons. 相似文献
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In this paper,several inequalities for inclusion measures of convex bodies were obtained.The inclusion measure was proved to have concavity by considering the property of relative inner parallel body. 相似文献
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2002 年,在北京召开“ 国际数学家大会” 之际,在重庆举办了“ 廿一世纪数学课程与教学改革国际学术研讨会”.与会者从国际的视野,审视世界数学教育课程发展概况和遇到的难题,对日本、韩国、新加坡、法国、美国、俄罗斯和荷兰等国的课程发展概况进行了专题报告.中国的数学课程新标准,需要从“ 后现代” 社会以适性教育角度审视分析,并与各国数学课程的发展趋势加以比较. 相似文献
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In this paper, we prove that any polygon P in R2 containing a fixed smooth. strictly convex and origin-symmetric body Γ whose boundary is real analytic in its interior, can be determined by its Γ-section functions among the polygons. 相似文献
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In this paper, several inequalities for inclusion measures of convex bodies were obtained. The inclusion measure was proved to have concavity by considering the property of relative inner parallel body. 相似文献
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张绮文 《暨南大学华文学院学报》2007,(3):49-54
本文汇报了香港初小学生识字测试的工作。识字测试兼及汉字字音、字形、字义的认识。测试的汉字从香港小学语文大纲所列生字表分级随机抽出。测试结果显示香港初小学生对初小阶段的字,字音得分较高,字义次之,字形得分最低,表明学生对初小阶段的字的字音掌握较佳,字形掌握较低。当加入高小的字测试时,字音,字形,字义得分相对地下降,字音、字形、字义每项得分差别不大。识字测试结果也显示香港初小学生最先掌握字的音义,其次才掌握字的形义,最后才掌握字的音形。 相似文献
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钱穆在抗日战争时期,于颠沛流离之中撰写《国史大纲》,欲以重建中华民族对自己历史文化的信心,通过讲述中国数千年的历史,探讨中华民族文化的生成,其间屡经冲击而一再复兴,藉以阐述中华民族文化的恒久生命力所在.《国史大纲》展现了钱穆的“新通史”视野. 相似文献
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In this paper, it is proved that the radial pth mean body RpK（p 〉 0） is homothetic to the difference body DK when K is a simplex, Furthermore, the equality Rp（Rq） = Rq（Rp） is established when p 〉 0 and q 〉 0. It is also proved the Brunn-Minkowski inequality of radial pth mean body of simplex and uniqueness property. 相似文献
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Leadership style has always been a controversial topic in educational administration and management. Following the recommendation of the Education Commission to introduce school-based management (SBM) into Hong Kong schools in the early 1990s, discussions about the kind of leadership style that is appropriate for SBM schools have never ceased. The government holds a continuing belief that SBM schools work better if they are managed by “better” principals, and emphasises the value of transformational leadership. However, this paper articulates the limitations of that leadership style and argues for complementing it with educational leadership, which purports that principals have an obligation to learn with others about ways of promoting student learning. Secondly, the staff should also be encouraged and helped to carry out certain leadership functions. These arguments are supported by references to the most relevant literature. The discussion is useful to school principals, leaders, and teachers by offering them a better understanding of how to facilitate the implementation of SBM. 相似文献