共查询到19条相似文献，搜索用时 234 毫秒
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研究了有界强伪凸域上不同Dirichlet空间之间的复合算子,引入η-Carleson测度,利用它给出了有界或紧的复合算子Cφ∶Dp(Ω) Dq(Ω)的特征 相似文献
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《大连教育学院学报》1994,(2)
<正>本文在Sugeno定义的Fuzzy测度和积分意义下,给出了Fuzzy测度序列的几种收敛定义。其中包括收敛、一致收敛、弱收敛、α—几乎处处收敛、依α—测度收敛和平均收敛。同时讨论了它们之间的关系。推广了Fadou引理与Lebesgue收敛定理。 在经典测度论中,关于测度序列有完整的弱收敛理论。而在Fuzzy测度论中,人们对此研究的很少。①中提出了Fuzzy测度序列的弱收敛的概念。本文对此进行了探讨。同时定义了几种其它的收敛性。 相似文献
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李金秀 《佳木斯教育学院学报》2013,(12)
本文讨论的主要是Lebesgue测度、Lebesgue积分的推广,所谓L-S测度,并讨论了由R1上有限增函数α(χ)所确定的L-S测度的性质。 相似文献
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何祖国 《廊坊师范学院学报(自然科学版)》2009,9(6):18-21
引入并研究双-α-前不变凸函数,双拟-α-前不变凸函数,双对数-α-前不变凸函数等新的广义凸函数,给出这些广义凸函数之间的关系,同时刻画双-α-前不变凸函数的一些性质。作为应用,证明双-α-前不变凸函数驻点与偏最优值点等价以及最大化问题的一个最优性条件。所得结果改进和推广了一些已有的成果。 相似文献
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靖晓英 《河北职业技术学院学报》2008,8(5)
概率论与数理统计的严格理论是以测度论为基础的,在测度论里,两个测度扩张定理非常重要.本文引出了一个新集类α-代数,并建立α-代数上的测度扩张定理,使两个定理统一为一个,使应用大为方便. 相似文献
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靖晓英 《廊坊师范学院学报(自然科学版)》2008,8(5):16-17
概率论与数理统计的严格理论是以测度论为基础的,在测度论里,两个测度扩张定理非常重要。本文引出了一个新集类α-代数,并建立α-代数上的测度扩张定理,使两个定理统一为一个,使应用大为方便。 相似文献
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主要研究了L^2（E;m）上的非对称狄氏型（ε,D（ε））经符号光滑测度μ扰动后得到扰动型（ε^μ,D（ε^μ））,给出了U^α＋μ（L^2（E;m））包含在D（ε^μ）中的充分条件,得到了D（L^μ）在L^2（E;m）中稠的充分条件,这里U^α＋μ、L^μ分别为扰动后得到的预解式和生成元,D（L^μ）为Lμ的定义域.同时,也得到了当μ∈S-SK0时（ε^μ,D（ε^μ））与L^μ之间的关系,并研究了当μ是光滑测度时相对核U^αptA^μf和U^^^αptA^μf与扰动型（ε^μ,D（ε^μ））的关系. 相似文献
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本文在Sugeno的模糊测度空间上,首先提出了弱收敛和度量的概念,其次,给出了模糊测度序列弱收敛的一个等价条件,最后,在这种度量的意义下,我们得到模糊测度空间构成一个可分的度量空间。 相似文献
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舒志彪 《黄冈师范学院学报》1992,(1)
本文在局部紧可分度量空间中,利用最小测度的一些性质,对h-位势的渐近行为进行了研究,推广了D.H.LUECKING关于NEWTON位势的相应结果。 相似文献
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设F:T1,0M→R*为复流形M上的强凸复Finsler度量,一般的由F°诱导的Cartan联络及由F诱导的Chern-Finsler联络是不同的,主要在垂直丛上对这两种联络进行了比较;复α,β度量F=αφ(│β│/α)是较为重要的复Finsler度量,其中α2=aijdzidzj为M上的Hermitian度量,β=bizdzi为M上的1,0形式。计算了由F诱导的非线性联络系数Γ;αβ。 相似文献
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区间直觉模糊集相似性测度及其在模式识别中的应用 总被引：13，自引：0，他引：13
定义了区间直觉模糊集相似度的概念,并且基于Hamming距离、标准化的Hamming距离、加权的Hamming Euclidean距离、Euclidean距离、标准化的Euclidean距离、加权的Euclidean距离等,定义了一些区间直觉模糊集距离测度.然后,通过把Hamming距离和Euclidean距离以及它们的加权形式与Hausdorff度量相结合,给出了2种组合的区间直觉模糊集距离测度,即基于Hausdorff 度量的加权Hamming距离和基于Hausdorff 度量的加权Euclidean距离,并且研究了它们的性质.最后,基于上述距离测度,给出了区间直觉模糊集相似性测度,并且把它们应用于模式识别领域. 相似文献
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The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways. 相似文献
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YIN Wei-ping 《商丘师范学院学报》2006,22(5):1-13
The first part of this paper we talk about the story of how to introduce the Hua domains and summarize the main results on Hua domains.The second part,the explicit complete Einstein-K(a)hler metric on the special type of Hua domains is given and the sharp estimate of holomorphic sectional curvature under this metric is also obtained.In the meantime we also prove that the complete Einstein-K(a)hler metric is equivalent to the Bergman metric on the special type of Hua domain. 相似文献
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A broad‐scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub‐disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various ‘high stakes’ academic decisions, such as hiring and promotion, funding of research projects and how much money is to be awarded to a particular area. By focusing on a particular practice, problems with the application of the metric generally are outlined. Finally, we offer some general observations about the unintended consequences and other problems arising from the widespread use of this metric, including attempts to ‘game the system’. We argue that the use of impact factors increasingly shapes the kind of topics and issues scholars write on, their choices of methodology, and their choice of publication venues for their work. Technical measures and mechanisms tend to ‘colonise’ the qualitative and professional judgments that must also be part of the process of evaluation, and for which bibliometrics alone cannot offer a substitute. 相似文献
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Ian Schagen 《Educational studies》2006,32(2):119-132
Measures of school performance based on pupil attainment are becoming more sophisticated, with DfES piloting ‘contextualized value‐added’ measures. However, most such measures are based on simple sums of residuals about ‘expected’ values, but it is clear from national data that distributions of performance are not symmetrical and of constant variance. A method is explored which takes account of the exact shape of the performance distribution to produce ‘standardized residuals’ which can be aggregated to the school level and give consistent measures on a fixed metric. Examples are given based on national data. 相似文献
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宋明亮 《海南师范学院学报》2007,20(4):307-311
在度规空间中建立了非扩张型映射不动点定理并利用它们，得到了度量空间、某类Menger概率度量空间以及局部凸Hausdorff拓扑向量空间中相应的不动点定理． 相似文献