共查询到20条相似文献，搜索用时 140 毫秒
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文章研究了(v,k,3)-对称设计D的分类;证明了如果群G是D的几乎单型的自同构群,即存在非交换单群X使得X≤G≤Aut(D),那么X∩Ga不可能是X的抛物子群. 相似文献
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文章研究了（v,k,3）-对称设计D的分类;证明了如果群G是D的几乎单型的自同构群,即存在非交换单群X使得X≤G≤Aut（D）,那么X∩Ga不可能是X的抛物子群． 相似文献
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设D是一个2-(v,17,1)设计,G是D的一个区传递、点本原的自同构群.如果G不可解,则G的基柱Soc(G)不是Sz(q). 相似文献
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本文主要讨论了区传递的2-（v，k，1）设计的分类，证明了如下的定理：设G是2-（V，11，1）设计中的区传递、点本原但非旗传递自同构群．若G非可解，则G的基拄Soc（G）≠^2G2（q）． 相似文献
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对两类几乎单群旗-传递作用于斯坦诺4-设计上情况进行了讨论. 得到了：设D=（X,B,I）是非平凡的斯坦诺4-设计,D的自同构群G旗-传递地作用在D上.若G是几乎单群,则Soc（G）不同构于单群HS（这里v=176）和CO3（这里v=276）. 相似文献
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刘益和 《内江师范学院学报》1990,(2)
本文给出:一个(v,k,2λ)循环差集是一个(2v,k,λ)-Ⅰ型循环拟差集的充要条件.并对几种特殊类型的(v,k.λ)-Ⅰ型循环拟差集的存性问题作了讨论. 相似文献
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谭学忠 《广东技术师范学院学报》2003,(6):50-51
一个有向图称为本原的，如果存在正整数k，使得对每个顶点u到每个顶点v(可以是u)都有一条长为k的途径，如果G是本原的，这种最小的k称为G的本原指数，记作exp(G)，如果从某点u到某点v(可以是u)存在长为k和k 1的途径，这种最小的k称为G的Lewin数，记作l(G)。Jian Shen和Stewart Neufeld猜想，exp(G)≥22(G)．本文就一类特殊的本原有向图证明猜想成立。 相似文献
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王爱芬 《沈阳教育学院学报》2005,7(1):120-123
在固体物理中，采用周期性边界条件，则晶体的哈密顿对称群是空间群G，电子的本征态是布洛赫函数，这些函数组成构成空间群G的不可约表示的基(简记IR基)。由平移群的不可约基诱导波矢群G(k)的一个g1维表示，通过构造G(k)表象群G’k。利用本征函数法将g1维表示约化，得到G’k的IR基，利用G’k可将求波矢群G(k)的IR问题转化为求表象群G’k的IR问题。在布里渊区内选择一个波矢k，求出波矢群G(k)，将空间群按G(k)作左陪集分解G=∑{βo|v(βo)}G(k)，可由波矢群不可约表示诱导出空间群不可约表示，与传统群论的计算方法相比，该方法理论简明，方法简便，易于程序化。 相似文献
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姜振华 《内蒙古师范大学学报(哲学社会科学版)》1996,(3)
听、说、读、写这个顺序是人们学习第一语言的基本顺序。读、说、听、写则是人们学习第二语言的顺序。第二语言的学习是在母语的符号思维系统已经建立起来并相当牢固之后开始的；第二语言的学习是在一种自觉状态中进行的，是一种有意识的学习。母语在第二语言的学习过程中起着极其重要的作用。双语共存的教学本质上是一种比较型教学。 相似文献
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城市精神不是一个空泛的东西,它体现了城市中的人所具有的精神风貌,具体地说,它至少包括平等、契约、宽容、创新与共生等诸方面观念,这些观念则要通过教育获得. 相似文献
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E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
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Dr. William R. Tracey 《Clearing house (Menasha, Wis.)》2013,86(5):212-214
This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement. 相似文献
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《Cultura y Educación》2013,25(2):103-106
ResumenEn este artículo, se reflexiona sobre las críticas hechas por Emilio Sánchez al Lenguaje Integrado. Estas críticas sugieren la necesidad de abrir paréntesis educativos donde se enseñe al niño a automatizar los procesos de reconocimiento de palabras, aspecto que no tiene en cuenta este movimiento. Sin embargo, veremos cómo la enseñanza aislada de estas habilidades ignora, por una parte, que la lectura y la escritura suponen adquirir conocimientos que van más allá del reconocimient o de palabras, y por otra, que dicho reconocimient o no se da sólo por vía fonológica, sino que precisa de otras vías de acceso léxico que funcionen en paralelo para que el reconocimiento sea efectivo en los procesos de comprensión de textos. Veremos cómo las actividades que propone el L.I. son las ideales para desarrollar estas habilidades. 相似文献
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Ian Winchester 《Interchange》2008,39(4):389-390