多级适应性休假的M/G/1排队

在经典M/G/1排队中引入多级适应性休假规则,得到稳态队长、等待时间分布和随机分解,并给出忙期、假期、在线期分布.单重休假和多重休假模型是本文中模型的两个极端情况.     

假期中顾客以概率θ进人的Geo/G/1(E,SV)排队系统的队长分布

考虑单重休假的Geo/G/1离散时间排队系统,其中在服务员休假期间到达的顾客以概率θ(0<θ≤1)进入系统.通过引入"服务员忙期"和使用全概率分解技术,从任意初始状态出发,研究了队长的瞬态和稳态性质,导出了在任意时刻n瞬态队长分布的z-变换的递推表达式和稳态队长分布的递推表达式,以及稳态队长的随机分解.最后,通过数值实例,讨论了稳态队长分布对系统参数的敏感性,并阐述了获得便于计算的稳态队长分布的表达式在系统容量设计中有重要的价值.     

具有不同到达率的带有启动时间及不耐烦策略的多级适应性休假M/G/1排队

研究了具有不同到达率的带有启动时间及不耐烦策略的多级适应性休假M/G/1排队模型,给出了稳态队长的母函数,等待时间的LST及其随机分解结果,并推导出忙期、全忙期及在线期均值.     

带反馈的多重休假M~X/G/1排队

研究批量到达带反馈的多重休假M/G/1排队.建立休假,反馈,和成批到达的多类型相结合的排队模型.采用了嵌入马尔可夫链的方法研究了该排队系统,推导出稳态队长分布的母函数及其随机分解结果,给出忙期的LST和全假期的均值.最后考虑了批量等于1的特殊情况.     

N-策略 CI/M/1 随机服务系统

本文讨论 N-策略 GI/M/1 随机服务系统.使用嵌入 Markov 链方法,给出稳态到达时刻队长和等待时间的分布和随机分解,把系统的忙期归结为经典排队中 k 阶忙期的已知结果.     

多重休假GI／G／1排队系统的非统计平衡理论

文献[1]引入了一类具有广泛应用前景的随机过程-Markov骨架过程，文献[2]研究了GI/G/1排队系统，本文对其进行了拓展，研究了多重休假GI/G/1排队模型。求出了此模型的到达过程，等待时间及队长的概率分布。     

带有Bernoulli反馈的多级适应性休假的Geo/G/1排队系统分析

考虑带有Bernoulli反馈的多级适应性休假的Geo/G/1离散时间排队系统.通过引入服务员忙期和使用一种简洁的分解方法,讨论了队长的瞬时分布,得到了在任意时刻n队长为j的概率关于时刻n的z-变换的递推式,及队长平稳分布的递推式,且证明了稳态队长的随机分解性质.最后,给出了在特殊情形下相应的一些结果和数值计算实例.     

启动时间的GI／G／1排队系统的非平衡理论

本文利用侯振挺等提出的马尔可夫骨架过程理论讨论了启动时间的GI/G/I排队系统，得到了此系统到达过程，队长，及等待时间的概率分布/     

GI^（1）＋GI^（2）／G／1排队模型

对于GI^(1) GI^(2)/G/I排队模型,本借助献[1]中引入的Markov骨架过程方法求出了此模型到达过程,等待时间及队长的概率分布。     

GI／G／1单重休假随机服务系统的马氏骨架方法

文献[1]引入一类具有广泛应用前景的随机过程-Markov骨架过程。借助Markov骨架过程的方法研究GI/G/1单重休假服务系统队长，及t时刻到达顾客等待时间的瞬时概率分布。     

Filling in solvable groups and in lattices in semisimple groups

We prove that the filling order is quadratic for a large class of solvable groups and asymptotically quadratic for all -rank one lattices in semisimple groups of -rank at least 3. As a byproduct of auxiliary results we give a shorter proof of the theorem on the nondistorsion of horospheres providing also an estimate of a nondistorsion constant.     

An Outlook in Teaching and Research in Mathematics in Educational Institutions

The present paper outlines some basic principles upon which an outlook in teaching and research in mathematics in educational institutions can be developed. Defining applied mathematics, the author analyses the basic topics of mathematics which permeate throughout the wider fields and diversified aspects of this branch of mathematical science.

For the institutions of learning, a course curriculum has been proposed which will gradually motivate, orient and prepare individuals through the process of learning to understand the methods and techniques, so as to apply them to physical problems. This has been illustrated in the fields of fluid dynamics and aerodynamics through the analysis of complex function theory and differential equations.

Because of the frustrating situations prevailing amongst students and teachers in the institutions of learning in the present day, a critical analysis has been made to identify the respective roles of the academicians and administrators, and with a view to improving the situation, some remedy has been suggested regarding teaching and research in educational institutions.     

Introducing technology in algebra in Hong Kong: addressing issues in learning

A review of recent studies in Hong Kong suggests that possible problems in secondary school algebra may be due to the procedural paradigm orientation in the curriculum and the conventional style of teaching in the classroom which do not provide sufficient opportunities for students to develop conceptual understanding. Based on the works of a number of projects in the West, it is hypothesized that the introduction of technology in lessons which embody a cognitive model in their design and delivery will provide a viable alternative for enhancing algebraic thinking. The key features of the cognitive model are concrete preparation, cognitive conflict, construction, metacognition and bridging, imbedded in a ‘mediation’ style of teaching. These features are exemplified by detailed accounts of classroom episodes from a Hong Kong lesson supported by the use of graphics calculators. Results indicate that while the approach places particular demands on teachers (a tension between a transmission style of teaching and mediating) there is real potential for supporting more dynamic student constructions.