职务犯罪侦查人员胜任特征建模与分析

随着职务犯罪案情的复杂变化,对侦查人员的要求也越来越高,为了更好的识别、选拔优秀的侦查人员,建立选拔培训的标准十分必要.对职务犯罪侦查人员胜任特征模型进行了综述,并依据胜任特征的相关理论,结合当前职务犯罪侦查人员工作要求,对职务犯罪侦查人员胜任特征模型进行了构建,并开发了量表工具进行测量.量表数据的分析结果较好的拟合了胜任特征模型,并进一步验证了模型的区分鉴别能力.研究为职务犯罪侦查人员胜任特征的研究提供了理论支撑,此外,研究成果对选拔和培训也具有较强指导意义.     

Geometric Variational Crimes: Hilbert Complexes,Finite Element Exterior Calculus,and Problems on Hypersurfaces

A recent paper of Arnold, Falk, and Winther (Bull. Am. Math. Soc. 47:281–354, 2010) showed that a large class of mixed finite element methods can be formulated naturally on Hilbert complexes, where using a Galerkin-like approach, one solves a variational problem on a finite-dimensional subcomplex. In a seemingly unrelated research direction, Dziuk (Lecture Notes in Math., vol. 1357, pp. 142–155, 1988) analyzed a class of nodal finite elements for the Laplace–Beltrami equation on smooth 2-surfaces approximated by a piecewise-linear triangulation; Demlow later extended this analysis (SIAM J. Numer. Anal. 47:805–827, 2009) to 3-surfaces, as well as to higher-order surface approximation. In this article, we bring these lines of research together, first developing a framework for the analysis of variational crimes in abstract Hilbert complexes, and then applying this abstract framework to the setting of finite element exterior calculus on hypersurfaces. Our framework extends the work of Arnold, Falk, and Winther to problems that violate their subcomplex assumption, allowing for the extension of finite element exterior calculus to approximate domains, most notably the Hodge–de Rham complex on approximate manifolds. As an application of the latter, we recover Dziuk’s and Demlow’s a priori estimates for 2- and 3-surfaces, demonstrating that surface finite element methods can be analyzed completely within this abstract framework. Moreover, our results generalize these earlier estimates dramatically, extending them from nodal finite elements for Laplace–Beltrami to mixed finite elements for the Hodge Laplacian, and from 2- and 3-dimensional hypersurfaces to those of arbitrary dimension. By developing this analytical framework using a combination of general tools from differential geometry and functional analysis, we are led to a more geometric analysis of surface finite element methods, whereby the main results become more transparent.     

Linear birth and death models and associated Laguerre and Meixner polynomials

We study birth and death processes with linear rates λ_n = n + α + c + 1, μ_{n + 1} = n + c, n 0 and μ₀ is either zero or c. The spectral measures of both processes are found using generating functions and the integral transforms of Laplace and Stieltjes. The corresponding orthogonal polynomials generalize Laguerre polynomials and the choice μ₀ = c generates the associated Laguerre polynomials of Askey and Wimp. We investigate the orthogonal polynomials in both cases and give alternate proofs of some of the results of Askey and Wimp on the associated Laguerre polynomials. We also identify the spectra of the associated Charlier and Meixner polynomials as zeros of certain transcendental equations.     

Distributive and Multiplication Modules and Rings

We study rings in which every ideal is a finitely generated multiplication right ideal.     

Affine-inscribed and affine-circumscribed polygons and polytopes

Five theorems on polygons and polytopes inscribed in (or circumscribed about) a convex compact set in the plane or space are proved by topological methods. In particular, it is proved that for every interior point O of a convex compact set in ℝ³, there exists a two-dimensional section through O circumscribed about an affine image of a regular octagon. It is also proved that every compact convex set in ℝ³ (except the cases listed below) is circumscribed about an affine image of a cube-octahedron (the convex hull of the midpoints of the edges of a cube). Possible exceptions are provided by the bodies containing a parallelogram P and contained in a cylinder with directrix P. Bibliography: 29 titles. Translated fromZapiski Nauchnykh Seminarov POMI, Vol. 231, 1995, pp. 286–298. Translated by B. M. Bekker.     

Partitions and pairwise sums and products

A seven cell partition of N is constructed with the property that no infinite set has all of its pairwise sums and products in any one cell. A related Ramsey Theory question is shown to have different answers for two and three cell partitions.     

Beliefs and beyond: affect and the teaching and learning of mathematics

The importance of beliefs for the teaching and learning of mathematics is widely recognized among mathematics educators. In this special issue, we explicitly address what we call “beliefs and beyond” to indicate the larger field surrounding beliefs in mathematics education. This is done to broaden the discussion to related concepts (which may not originate in mathematics education) and to consider the interconnectedness of concepts. In particular, we present some new developments at the conceptual level, address different approaches to investigate beliefs, highlight the role of student beliefs in problem-solving activities, and discuss teacher beliefs and their significance for professional development. One specific intention is to consider expertise from colleagues in the fields of educational research and psychology, side by side with perspectives provided by researchers from mathematics education.     

Ritz and harmonic Ritz values and the convergence of FOM and GMRES

The Ritz and harmonic Ritz values are approximate eigenvalues, which can be computed cheaply within the FOM and GMRES Krylov subspace iterative methods for solving non‐symmetric linear systems. They are also the zeros of the residual polynomials of FOM and GMRES, respectively. In this paper we show that the Walker–Zhou interpretation of GMRES enables us to formulate the relation between the harmonic Ritz values and GMRES in the same way as the relation between the Ritz values and FOM. We present an upper bound for the norm of the difference between the matrices from which the Ritz and harmonic Ritz values are computed. The differences between the Ritz and harmonic Ritz values enable us to describe the breakdown of FOM and stagnation of GMRES. Copyright © 1999 John Wiley & Sons, Ltd.     

Reduction and realization in toda and volterra

We construct a new symplectic, bi-Hamiltonian realization of the KM-system by reducing the corresponding one for the Toda lattice. The bi-Hamiltonian pair is constructed using a reduction theorem of Fernandes and Vanhaecke. In this paper we also review the important work of Moser on the Toda and KM-systems.      

Uncertainty and Imprecision: Modelling and Analysis

Any statistical analysis or decision analysis contains numerical inputs of which we are unsure. Some of our uncertainty arises from physical randomness which we can model in various ways, ideally through probability. Some uncertainty relates to judgemental estimates of quantities about which we may be unsure in many different respects. There are other uncertainties involved, however: some relate to ambiguity and imprecision of meaning; some relate to lack of clarity in the objectives which the analysis seeks to meet; some relate to the numerical accuracy of calculations. How should the uncertainty arising from ambiguity be modelled? Other uncertainties can also impact on an analysis. Why is the analysis being conducted? Are the objectives clear?     

National Standards and School Science and Mathematics

We explore the relationship between national standards as policy recommendations and the transformation of those recommendations into programs for school science and mathematics. We provide a brief introduction to national standards, propose a strategic framework for standards-based reform, and offer a discussion of specific challenges associated with the improvement of contemporary science and mathematics education. A set of features common to the NCTM and the NRC standards is described. The strategic-framework focuses on dissemination, interpretation, implementation, evaluation, and revision. Challenges include implementing school programs for all students, understanding inquiry and problem solving; thinking differently about curriculum; increasing instructional effectiveness; and aligning assessment strategies with standards.