基于ESI和InCites的学科发展预测研究--以中国地质大学为例

基于汤姆路透公司的ESI和InCites数据库，分析了中国地质大学各学科的特征，探讨了高被引论文、热门论文、顶尖论文与学科发展的关系，并预测后续最有可能入围ESI世界前1％的学科。     

测绘工程专业CAD课程教学改革与实践

结合测绘工程专业本身的特点，该文首先介绍了CAD课程的作用，分析了该课程的教学现状，总结了在现实教学中存在的问题，进一步引出教学改革的必要性。接下来结合实际教学经验，分别从课程的教学内容、教材的选择、教学方法与教学手段、考核方式、师资队伍建设等方面探讨了AutoCAD教学的改革措施，对提高CAD课程教学质量，培养学生实际动手能力，更好地将CAD应用到专业中，适应实际行业工作需求，具有十分重要的意义。     

高校校园文化景观设计创意和表达

高校校园的文化景观不仅对其师生有潜移默化的教育作用,更会传达给师生归属感和认同感.以上海应用技术学院奉贤校区的"思贤庭"为例,在设计中结合地理位置、学科特色、功能定位、校园文化特色等,从场地原有的精神特性、历史文脉出发,演绎推导出校园文化景观的语境、符号等要素,形成了较有典型意义的校园文化景观表达模式.指出,文化景观创意的表达无需说教,可用"只言片语"的形式含蓄表达,重要的是营造出既符合功能需求又具有灵性的校园户外空间.     

基于化学学科认知障碍突破的中考复习教学实践* ——以“二氧化碳的性质”为例

分析学生对二氧化碳的3个典型学科认知障碍,以“二氧化碳的捕捉”为情境,通过“尝试捕捉二氧化碳”“谁在捕捉二氧化碳”“捕捉背后的原理”等3个主要环节,实现对学科认知障碍的突破,展示了一种新的中考复习教学思路。     

Convergence of solutions for the fractional Cahn–Hilliard system

This paper deals with the Cauchy–Dirichlet problem for the fractional Cahn–Hilliard equation. The main results consist of global (in time) existence of weak solutions, characterization of parabolic smoothing effects (implying under proper condition eventual boundedness of trajectories), and convergence of each solution to a (single) equilibrium. In particular, to prove the convergence result, a variant of the so-called ?ojasiewicz–Simon inequality is provided for the fractional Dirichlet Laplacian and (possibly) non-analytic (but $C^1$) nonlinearities.     

一种立体织机平行打纬机构的设计与优化

针对多层织物织造过程中,各层纬纱打纬力需保持一致以及需要减少钢筘与纱线之间摩擦的要求,提出八连杆平行打纬机构,并根据工艺要求对打纬机构进行优化。以打纬机构的主轴转动140°时,筘座在后心位置处的近似静止位移Δs最小为优化目标,通过Matlab软件分析确定设计变量,优化钢筘在后死心位置的近似停留时间。运动学仿真结果表明,优化后的打纬机构不仅保证了钢筘的打纬动程和其在后死心处的静止时间,而且增大了钢筘的惯性打纬力,有利于厚重织物的打纬。     

Cycloparaphenylene (CPP) series are molecular models for graphene armchair edges: trends in their aromaticity and cyclic conjugation are evaluated

Cycloparaphenylene ([r]CPP) and cyclacene ([r]CA) series are models for short carbon nanotubes. It is shown that armchair edges in model cycloparaphenylenes possess greater aromaticity and cyclic conjugation than do zigzag edges in model cyclacenes. According to Aihara’s bond resonance energy (BRE) and Bosanac and Gutman energy effect (ef) measurements, cycloparaphenylenes are twice as aromatic as cyclacenes. The general solution of all eigenvalues of all members of the cycloparaphenylene series is given. The origin of the recurrence of some eigenvalues are determined.     

Potts models with magnetic field: Arithmetic,geometry, and computation

We give a sheaf theoretic interpretation of Potts models with external magnetic field, in terms of constructible sheaves and their Euler characteristics. We show that the polynomial countability question for the hypersurfaces defined by the vanishing of the partition function is affected by changes in the magnetic field: elementary examples suffice to see non-polynomially countable cases that become polynomially countable after a perturbation of the magnetic field. The same recursive formula for the Grothendieck classes, under edge-doubling operations, holds as in the case without magnetic field, but the closed formulae for specific examples like banana graphs differ in the presence of magnetic field. We give examples of computation of the Euler characteristic with compact support, for the set of real zeros, and find a similar exponential growth with the size of the graph. This can be viewed as a measure of topological and algorithmic complexity. We also consider the computational complexity question for evaluations of the polynomial, and show both tractable and NP-hard examples, using dynamic programming.     

Academic maturity of students in an extended programme in mathematics

ABSTRACT

This paper focuses on the students who are registered in the University of Pretoria’s academic development programme, named the Four-year Programme (FYP). The programme was introduced as a gateway for students who are underprepared but have the potential to succeed and then continue their studies into the mainstream science programmes. Our research focuses on measuring the change in the academic maturity of these students. In the theoretical framework that we developed, academic maturity is subdivided into two components namely non-subject based maturity and subject based maturity (mathematical maturity). This paper focuses on measuring non-subject based academic maturity. The survey used for this purpose is called the Student Academic Readiness Survey (STARS), taken at the beginning of the year and after the first semester respectively. The results of the surveys are compared to measure the change in students’ views. Results show that in all constructs there is a surprising decline in students’ perceptions regarding their own abilities over the first semester at university. We use the Dunning–Kruger effect to explain this unexpected decline, in that students seem to develop a more realistic view of their own maturity, which in itself can be seen as a growth in academic maturity.