A finite differences MATLAB code for the numerical solution of second order singular perturbation problems

We show the main features of the MATLAB code HOFiD_UP for solving second order singular perturbation problems. The code is based on high order finite differences, in particular on the generalized upwind method. Within its simplicity, it uses order variation and continuation for solving any difficult nonlinear scalar problem. Several numerical tests on linear and nonlinear problems are considered. The best performances are reported on problems with perturbation parameters near the machine precision, where most of the codes for two-point BVPs fail.     

Challenging Students to View the Concept of Area in Triangles in a Broad Context: Exploiting the Features of Cabri-II

This study focuses on the constructions in terms of area and perimeter in equivalent triangles developed by students aged 12–15 years-old, using the tools provided by Cabri-Geometry II [Labore (1990). Cabri-Geometry (software), Université de Grenoble]. Twenty-five students participated in a learning experiment where they were asked to construct: (a) pairs of equivalent triangles “in as many ways as possible” and to study their area and their perimeter using any of the tools provided and (b) “any possible sequence of modifications of an original triangle into other equivalent ones”. As regards the concept of area and in contrast to a paper and pencil environment, Cabri provided students with different and potential opportunities in terms of: (a) means of construction, (b) control, (c) variety of representations and (d) linking representations, by exploiting its capability for continuous modifications. By exploiting these opportunities in the context of the given open tasks, students were helped by the tools provided to develop a broader view of the concept of area than the typical view they would construct in a typical paper and pencil environment.     

直觉模糊数可能度的概率定义及其决策

发现直觉模糊数可能度的传统定义考虑的因素不全面,计算结果不太符合常理,提出基于均匀分布的直觉模糊数可能度定义,得到相对简单且精确的可能度计算公式;证明可能度的传统定义不稳定;探索多属性直觉模糊集利用可能度进行决策的方法.最后,运用多属性直觉模糊集决策实例,既验证基于均匀分布的可能度定义的优越性,又验证可能度传统定义的不稳定性和不能敏锐区别方案间的差别,难以得到最优决策,甚至可能导致错误决策.     

具有相依结构离散时间模型破产概率的上界

研究两类具有相依结构的离散时间风险模型的破产概率问题.其中,索赔和利率过程假设为2个不同的自回归移动平均模型.利用更新递归技巧,首先得到了该模型下破产概率所满足的递归方程.然后,根据该递归方程得到了破产概率的上界估计.最后对两类风险模型的破产概率的上界进行了比较.     

中国进口食品安全风险评估的统计学方法

近年来,随着对外贸易的快速发展和人民生活水平的不断提高,我国已经成为食品进口大国。运用科学的方法优化检验资源配置,强化对进口食品安全的风险管理,是一个关系到人民福社的重大问题。国际上通行的做法是对不同种类的食品和检测项目的潜在风险进行评估,并根据评估结果制定有针对性的监督抽检计划,使得更多的检验资源可以投入到对高风险产品和项目的监管中去。我国在这方面的管理实践才刚刚起步,急需建立一套符合我国食品进口自身特点和管理需求的风险评价模型和相应的估计方法。本文借鉴了其它国家的相关做法,并结合我国进口食品的管理需求和历史检测数据的特点,制定了一套完整的风险评价和估计方法。     

灰色滞后DEA模型及其在江苏高校创业教育服务效率评价中的应用

实际生产活动中,投入带来的产出效应往往不是"立竿见影",一般具有时间延迟特征.考虑各种投入和产出对于整个生产活动的贡献大小不同,用灰色关联分析方法对投入产出进行权重设计,建立滞后灰色DEA模型.对36个江苏省高校创业教育服务效率进行实证测算,发现创业教育服务效率整体偏低且差异明显.结合定性分析,剖析了高校的创业教育服务质量存在问题与原因,并提出了提升高校创业教育服务效率和水平的政策建议.     

地下水脆弱性风险预警和评估的区间三角模糊多属性决策模型

应用基于逼近理想解排序法的区间三角模糊多属性决策模型,对三江平原六大分区地下水脆弱性进行了风险预警和评估.评估结果与前人吻合,可为有关决策部门采取相应降低环境风险的措施提供参考.实例验证表明,模型具有更高的计算精度和更好的评价效果,为有关环境风险决策部门对地下水风险预警和评估提供了新的思路和方法.     

Adults’ Perceptions of Children's Science Abilities and Interest After Participating in a Family Science Night

The goal of this research was to examine adults’ and children's perceptions of participating in a family science night event, especially in the context of parental belief about children's science abilities. Family science nights are becoming increasingly popular and are used in a wide range of settings. During family science nights, adults and students jointly engaged in a variety of science activities. Results revealed that adults, 90% of whom were parents of attending students, reported learning more about children's interests and abilities in science. Students also agreed that that the adults had learned more about their abilities and interests. Personal characteristics of adults and children, such as gender and ethnicity, were not found to have any relationship to ratings.     

Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building on both general and STEM‐specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block. Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre‐post survey as well as analysis of lesson planning products. Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional‐route teachers. Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion. Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models. Findings contribute to a growing research base on developing the STEM teacher workforce.