Navier-Stokes方程与Euler方程的稳定性比较

比较了Navier-Stokes 方程和Euler方程的稳定性;并以它们的典型初值问题为例,分析了Navier-Stokes方程和Euler方程稳定性不同的原因．     

几种广义非线性发展方程的新解

本文研究了构造了广义Kd V方程和广义KP-Burgers方程等几种广义非线性发展方程的新解的问题.利用三种辅助方程及其新解,获得了广义Kd V方程和广义KP-Burgers方程等几种广义非线性发展方程的新解.这些解由双曲余割函数、双曲正切函数、双曲正割函数、双曲余切函数和余割函数组成.     

幂级数在解方程中的应用

通过实例说明幂级数在解某些差分方程、函数方程及积分方程中的应用.     

含和不含外力项的KdV和MKdV方程的求解公式及各种类型的解

本文研究KdV和MKdV方程,其特点在于构造变系数非线性非齐次的偏微分方程及其求解公式,由于其系数是通用型的,故可通过变系数的适当选择,从中找到KdV和MKdV方程及其解,其实质是通过一个泛函把三阶的KdV和MKdV方程转变成4个任意函数的二阶方程来处理。本文获得了变系数KdV和MKdV方程及其孤立子解及含外力项的KdV和MKdV方程及其精确解。     

Lindel(o)f的工作与Chaplygin的工作的互补性

运用Ｖａｋｏｎｏｍｉｃ模型导出Ｌｉｎｄｅｌｏｆ方程,表明Ｌｉｎｄｅｌｏｆ的工作与Ｖａｋｏｎｏｍｉｃ模型相吻合,运用Ｃｈｅｔａｃｖ模型导出Ｃｈａｐｌｙｇｉｎ６方程,表明Ｃｈａｐｌｙｇｉｎ的工作与Ｃｈｅｔａｅｖ模型相吻合,在此基础上,通过改进Ｃｈａｐｌｙｇｉｎ方程的Ｌｉｎｄｅｌｏｆ方程的表示形式,实现了从Ｌｉｎｄｅｌｏｆ方程向Ｃｈａｐｌｙｇｉｎ方程的合理过渡和从Ｃｈａｐｌｙｇｉｎ方程向Ｌｉｎｄｉｌｏｆ     

应用改进的简单方程法求非线性数学物理方程的精确解

应用改进的简单方程法求得Cahn-Allen方程和Jimbo-Miwa方程的精确解,这些解包括双曲函数解、三角函数解.当对双曲函数解中的参数取特殊值时,可以得到了孤立波解.当对三角函数解中的参数取特殊值时,可以得到对应的周期波函数解.实践证明,简单方程法对于研究非线性数学物理方程具有非常广泛的应用意义.     

POISSON方程新的边界积分方程

POISSON方程边界值问题边界元法所应用的边界积分方程,其类型,关于未知位势导数是第一类积分方程,关于未知位势是第二类积分方程。本本文从格林公式出发,通过建立位势的单、双场守恒积分公式,推导出POISSON方程新的边界积分方程,其类型与经典方程相反,关于未知位势是第一类积分方程,关于未知位势导数是第二类积分方程。     

ODE方程精确解及其应用

本文得到了一类ＯＤＥ方程精确解,并给出了它在Ｃｈａｆｆａ－Ｉｎｆａｎｔｅ方程和波方程上的应用。     

Vlasov方程的精确解

该文将等熵磁流体力学（ＭＨＤ）或等熵电磁流体力学（ＥＭＨＤ）的基本方程组以及（非相对论的或相对论的）Ｖｌａｓｏｖ方程，分别化为等熵流体力学（ＨＤ）表象，建立了上述三类等熵方程之间的对应关系．从而使非相对论Ｖｌａｓｏｖ方程的精确解（它与等熵ＭＨＤ方程的精确解相对应）和相对论Ｖｌａｓｏｖ方程的精确解（它与等熵ＥＭＨＤ方程的精确解相对应）都可以用（非相对论的和相对论的）等熵ＨＤ方程的精确解来表示．     

CHANDRASEKHAR H—方程的投影解法

本文讨论一类非线性积分方程——Chandrasekhar H-方程的投影解法,其方法是将方程化为压缩型算子方程的投影解法。在适当条件下,得到投影方程的解的存在唯一性并且投影解收敛于原方程的解。     

The non-codified use of problem structuring methods and the need for a generic constitutive definition

When we use a PSM what is it we are actually doing? An answer to this question would enable the PSM community to considerably enlarge the available source of case studies by the inclusion of examples of non-codified PSM use. We start from Checkland’s own proposal for a “constitutive definition” of SSM, which originated from trying to answer the question of knowing when a claim of SSM use was legitimate. By extending this idea to a generic constitutive definition for all PSMs leads us to propose a self-consistent labelling schema for observed phenomena arising from PSMs in action. This consists of a set of testable propositions, which, through observation of putative PSM use, can be used to assess validity of claims of PSM use. Such evidential support for the propositions as may be found in putative PSM use can then make it back into a broader axiomatic formulation of PSMs through the use of a set-theoretic approach, which enables our method to scale to large data sets. The theoretical underpinning to our work is in causal realism and middle range theory. We illustrate our approach through the analysis of three case studies drawn from engineering organisations, a rich source of possible non-codified PSM use. The combination of a method for judging cases of non-codified PSM use, sound theoretical underpinning, and scalability to large data sets, we believe leads to a demystification of PSMs and should encourage their wider use.     

基于灰区间数决策的城市土地集约利用评价

城市土地集约利用评判是典型的区间数多属性决策问题,将基于灰色系统理论的多指标灰区间数关联决策模型应用于城市土地利用状况评价领域,通过引入灰区间数序列的范数完成多指标区间数决策矩阵的规范化处理,建立了多指标区间数整体逼近决策方法,使城市土地集约利用评判方法更加客观.最后通过扬州市城市土地利用状况为实例验证模型的有效性和实用性,为城市土地集约利用评价提供了一种新方法.     

Recursive and explicit rules: How can we build student algebraic understanding?

Differing perspectives have been offered about student use of recursive and explicit rules. These include: (a) promoting the use of explicit rules over the use of recursive rules, and (b) encouraging student use of both recursive and explicit rules. This study sought to explore students’ use of recursive and explicit rules by examining the reasoning of 25 sixth-grade students, including a focus on four target students, as they approached tasks in which they were required to develop generalizations while using computer spreadsheets as an instructional tool. The results demonstrate the difficulty that students had moving from the successful use of recursive rules toward explicit rules. In particular, two students abandoned general reasoning, instead focusing on particular values in an attempt to construct explicit rules. It is recommended that students be encouraged to connect recursive and explicit rules as a potential means for constructing successful generalizations.     

Third‐grade teachers’ self‐reported use of multiplication and division models

Visual representations and manipulatives are a highly advocated mathematical tool for the teaching and learning of multiplication and division. Although there is some prior research on elementary teachers’ general use of manipulatives and visual representations, there is little to no specific focus on use of such representations on a specific mathematical concept. The present study examined third grade teachers’ reported use of visual representations for teaching multiplication and division. Findings indicate prevalent use of discrete models and infrequent use of continuous models. Length models and number lines are rarely used across all Common Core standards focusing on multiplication/division, with numeric‐only representations being reported frequently across all standards. Groups‐of and array models were the most prevalent visual model reported by third grade teachers. Although teachers report higher degrees of access to certain materials than previous reports on manipulative use, interview data suggests this may have more to do with purchase agreements between school districts and textbook companies than pedagogical preferences of classroom teachers. Supporting findings in prior decades, teachers in the present study report prevalent use of flashcards, charts and grid paper, and variations of counters.     

水价政策对农户灌溉用水行为的影响——基于农户行为模型的理论分析

水资源用水总量控制与定额管理相结合的制度已成为我国水法的重要制度.但是定额管理制度的实行必须与水价政策相结合才能有效地激励人们节约用水,而且不同的水价政策对人们用水行为的影响也可能存在差异.通过建立农户灌溉用水行为模型,利用比较静态分析方法分析单一水价与超定额累进加价这两种水价政策对农户用水行为的影响.分析表明,单一水价与超定额累进加价均会激励农户采用灌溉效率高的灌溉技术或对农户的种植面积和种植结构产生影响并对当地的农地流转市场产生影响.进一步的分析表明,超定额累进加价政策对农户行为的影响更大,但其有效性取决于合理的定价.     

Relational Reasoning about Numbers and Operations – Foundation for Calculation Strategy Use in Multi-Digit Multiplication and Division

Theoretical analysis of whole number-based calculation strategies and digit-based algorithms for multi-digit multiplication and division reveals that strategy use includes two kinds of reasoning: reasoning about the relations between numbers and reasoning about the relations between operations. In contrast, algorithms aim to reduce the necessary reasoning processes. In a sample of 221 German fourth graders, both kinds of relational reasoning were operationalized, as well as the use of strategies and algorithms in multiplication and division. The multi-dimensionality of the constructs and their discriminant validity were confirmed by a confirmatory factor analysis. The theoretically proposed, unidirectional relations between the constructs were investigated using a structural equation model: Abilities in reasoning about relations between numbers had a significant positive impact on strategy use in multiplication and division. Abilities in reasoning about relations between operations influenced strategy use in multiplication only. The use of algorithms in multiplication and division was exclusively affected by abilities in reasoning about relations between numbers, and not by abilities about relations between operations. Moreover, a negative effect of the use of digit-based algorithms on the use of whole number-based strategies was identified. Finally, the results of the theoretical and empirical analysis were integrated into a synthesis of existing models about calculation strategy use and development.