面向可选服务的产品服务系统配置研究

可选服务是制造企业继必选服务后获取差异化服务竞争优势的有效手段,类似于必选服务,可选服务模块的设计与选择对产品功效和企业服务成本均有影响。本文运用模糊测度研究产品模块与可选服务模块之间的相关关系,建立客户满意度最大和企业成本最小的多目标优化模型,求解不同相关关系下面向可选服务的产品服务系统配置方案;以某制造企业矿渣立磨机产品模块与可选服务模块配置为例,验证了方法的有效性。研究结果表明：产品模块与可选服务模块的相关关系会影响产品服务系统配置方案,相关关系越强,客户越在意重视度较高模块的质量和功能,市场成本报价越高,可选服务在方案配置过程中越重要。本文为企业提供面向可选服务的产品服务系统配置方案提供借鉴。     

有启动失败和可选服务的M/G/1重试排队系统

考虑具有可选服务的M/G/1重试排队模型,其中服务台有可能启动失败.系统外新到达的顾客服从参数为λ的泊松过程.重试区域只允许队首顾客重试,重试时间服务一般分布.所有的顾客都必须接受必选服务,然而只有其中部分接受可选服务.通过嵌入马尔可夫链法证明了系统稳态的充要条件.利用补充变量的方法得到了稳态时系统和重试区域中队长分布.我们还得到重试期间服务台处于空闲的概率,重试区域为空的概率以及其他各种指标.并证出在把系统中服务台空闲和修理的时间定义为广义休假情况下也具有随机分解特征.     

基于《基本要求》的新建本科院校大学物理实验教学模式研究

针对新建本科院校大学物理实验教学的现状,结合教育部高等学校物理基础课程教学指导分委员会制定的《理工科类大学物理实验课程教学基本要求》,按照"能力培养+成本最小化与效益最大化"的原则,构建了"一个目标、五个模块"的大学物理实验分层次教学课程体系,对大学物理实验"多元化、交互式"的教学模式进行了研究与探讨.     

Vector-valued stochastic processes. I. Vector measures and vector-valued stochastic processes with finite variation

In this paper we study the relationship _V (M)=E(1 _M dV _S ) between operatorvalued processesV with finite variation V and operator-valued stochastic measures _V with finite variation | _V |. The variations satisfy the inequality | _V | _|V|, which, under certain conditions, is an equality (for example, ifV is measurable).     

The computation of a general equilibrium in a public goods economy

This paper presents an algorithm for computing approximations to a certain subset of Pareto optimal allocations in a public goods economy. Consumers are partitioned into a number of exogenous governmental jurisdictions, which provide public goods locally and raise revenue to cover their costs by means of a proportional wealth tax. The Pareto optimal allocations studied are consistent with profit maximization on the part of producers, and utility maximization over private goods bundles subject to after-tax budget constraints by consumers. The computational routine is based on the Scarf algorithm for computing fixed points.The origins of this research date back to the Dartmouth Workshop on Applications to economics of new methods of computing fixed points, held during the summer of 1972 under the direction of H. Scarf. The author wishes to thank the participants in this workshop for many stimulating discussions. Also the provision of computer time by the Computer Research Center of the National Bureau of Economic Research is gratefully acknowledged. FIXPOINT, an interactive computer system developed at the Computer Research Center, was used in performing the numerical computations presented in the paper.     

广州大学数学专业分析类课程评价方式现状与有效性分析报告

本文采取问卷调查的方法,对广州大学数学专业三门分析类课程考核方式与有效性进行了调查,并根据所得的数据进行分析,在考核内容、考核方式方面提出了对策与建议。通过对课程评价方式进行改革研究与实践,对于科学全面地评价学生的综合素质,提高人才培养质量不无帮助。     

化学类专业一流课程建设的思路与重点——以山东大学物理化学一流课程建设为例

First-class course construction is the foundation of first-class undergraduate education construction. Based on the understanding of the "Two properties and one degree" standard of first-class course, key characteristics of the first-class course construction are summarized as accurate positioning, clear teaching goals, good construction foundation, advanced pedagogy, first-class construction, remarkable effectiveness and preferential demonstration. Taking the construction of first-class physical chemistry course in Shandong University as an example, the course orientation, the determination of teaching objectives and the design and implementation of the teaching are introduced. The practice and experience of the course construction are demonstrated in five aspects as first-class foundation, first-class teachers, first-class resources, first-class pedagogical ideas and first-class achievements. It can be used as the reference for the future construction of first-class courses in other universities.     

新工科背景下湖南大学应用化学专业教学改革研究与实践

新工科背景下我国高校强调宽口径、跨学科和复合型的应用化学学科人才培养。结合我校近年来应用化学专业教学改革研究的实际情况,从专业综合改革、实践教学、创新创业及海外课程等几个方面,总结了应用化学专业本科教学的改革成果。     

Adjustment boarding and alighting passengers on a bus transit line using qualitative information

Obtaining data to use in an urban public transport operation planning and analysis is problematic, particularly in urban bus transit lines. In an urban environment and for bus services, most ticketing methods can be used to record passengers getting on board but not getting off, and current methods are unable to make a proper adjustment of boardings and alightings based on the available data unless they do alighting counts. This paper presents a method whereby counts are made at fewer stops and qualitative information on alightings and/or vehicle loads between consecutive stops is used to make the boarding and alighting adjustment as a previous step to obtain the real origin and destination (O/D) of passengers allowing the O/D matrix calibration by using the loads between stops. Qualitative information can be obtained by the vehicle’s driver or an on board observer, avoiding the necessity of counting many stops in planning period. The method is applied to a real bus transit line in Malaga (Spain) and to a set of 50 different bus transit lines with number of stops ranging from 10 to 75. The results show that the proposed method reduces the adjustment errors with regard to traditional methods, such as Least Square Method, even in the situation where no qualitative information is used. When qualitative data is used on alightings and loadings, the reduction of the average error is over 50%.     

Understanding secondary–tertiary transition in mathematics

In Clark and Lovric (Suggestion for a theoretical model for secondary–tertiary transition in mathematics, Math. Educ. Res. J. 20(2) (2008), pp. 25–37) we began developing a model for the secondary–tertiary transition in mathematics, based on the anthropological notion of a rite of passage. We articulated several reasons why we believe that the educational transition from school to university mathematics should be viewed (and is) a rite of passage, and then examined certain aspects of the process of transition. Present article is a continuation of our study, resulting in an enhanced version of the model. In order to properly address all aspects of transition (such as a number of cognitive and pedagogical issues) we enrich our model with the notions of cognitive conflict (conceptual change) and culture shock (although defined and used in contexts that differ from the transition context, nevertheless, we found these notions highly relevant). After providing further justification for the application of our model to transition in mathematics, we discuss its many implications in detail. By critically examining current practices, we enhance our understanding of the many issues involved in the transition. The core section ‘Messages and implications of the model’ is divided into subsections that were determined by the model (role of community, discontinuity of the transition process, shock of the new, role of time in transition, universality of transition, expectations and responsibilities, transition as a real event). Before making final conclusions, we examine certain aspects of remedial efforts.