具有多个等式和不等式约束条件次可微优化的最优性条件

在一个正则性假设条件下,给出了具有多个等式约束与不等式约束条件可微优化的ＦｒｉｔｚＪｏｈｎ必要性条件和Ｋｕｈｎ－Ｔｕｃｋｅｒ必要性条件与充分性条件。     

L_∞ John椭球体的连续性

证明了L∞ John椭球体E∞ K的连续性,并进一步证明了L∞ John椭球体E∞ K与经典John椭球体JK的连通性.     

关于超平行体两类椭球为球的条件

 在凸体中,John椭球和新椭球是两类重要的椭球.就超平行体的John椭球是球和超平行体的新椭球是球分别给出一个充分必要条件.     

John Dalton’s puzzles: from meteorology to chemistry

Historical research on John Dalton has been dominated by an attempt to reconstruct the origins of his so-called “chemical atomic theory”. I show that Dalton’s theory is difficult to define in any concise manner, and that there has been no consensus as to its unique content among his contemporaries, later chemists, and modern historians. I propose an approach which, instead of attempting to work backward from Dalton’s theory, works forward, by identifying the research questions that Dalton posed to himself and attempting to understand how his hypotheses served as answers to these questions. I describe Dalton’s scientific work as an evolving set of puzzles about natural phenomena. I show how an early interest in meteorology led Dalton to see the constitution of the atmosphere as a puzzle. In working on this great puzzle, he gradually turned his interest to specifically chemical questions. In the end, the web of puzzles that he worked on required him to create his own novel philosophy of chemistry for which he is known today.     

后学院时代的科学奖励制度——基于齐曼"真科学"的考察

科学进入了后学院时代。为了促进产业发展,“科学-社会”系统建立了一套与产业科学相适应的激励体系即后学院科学的奖励制度。与学院科学相比,后学院科学的奖励制度具有奖励来源多元化、奖励形式多样性、奖励范围广泛性、奖励标准可操作性等特点。而且,后学院科学在把精神性奖励与物质性奖励结合运用的同时,更加注重物质性奖励在促进科技、产业与经济发展中的重要作用。     

瞬间与永恒——约翰·科利尔《追求者》中的爱情悖论主题研究

英国短篇小说家约翰·科利尔（John Collier）的短篇小说《追求者》（＂The Chaser＂）以＂一语三关＂的标题为线索，通过一位渴望用爱情魔药获得女友爱慕的年轻人与一位卖药老人的对话，巧妙设置多组对立元素，在读者参与文本意义建构的过程中传递真爱无价的人生真谛，并揭示出瞬间的激情难以成为持久永恒的爱情悖论。     

2019年诺贝尔化学奖的三位“锂电教父”

随着社会的高速发展，我们需要高效的电池储能技术驱动手机、相机、笔记本、电动车等，享受科技成果带来的便利。锂电池作为高效储能技术的一种，通过它的高电压、高能量密度、高容量，为我们的生活提供了便捷，对现代社会影响深远。2019年的诺贝尔化学奖花落锂电池行业的三位教父，肯定了他们在这一领域作出的贡献，也是对锂电池行业的肯定。     

儿童·活动·价值--杜威课程理论解析

杜威在教育理论和实践中一直进行着艰苦的探索,建立了一套完整的实用主义教育思想体系,课程理论是其中重要的组成部分。针对传统教育的弊端,他提出崭新的课程理论,其核心可以视作“儿童、活动、价值”:课程设计以儿童为依据,课程的实施以活动为载体,课程的评价以价值为取向。     

Written in the flesh: Isaac Newton on the mind–body relation

Isaac Newton’s views on the mind–body relation are of interest not only because of their somewhat unique departure from popular early modern conceptions of mind and its relation to body, but also because of their connections with other aspects of Newton’s thought. In this paper I argue that (1) Newton accepted an interesting sort of mind–body monism, one which defies neat categorization, but which clearly departs from Cartesian substance dualism, and (2) Newton took the power by which we move our bodies by thought alone to be a member of the family of forces that includes gravity and electricity. Time and again, Newton draws an analogy between the ultimate cause and nature of the volitional powers of mind and the ultimate cause and nature of these other forces.