A new kind of weak Noether symmetry for a general holonomic system is defined in such a way that themethods to construct Hojman conserved quantity and new-type conserved quantity are given.It turns out that weintroduc...A new kind of weak Noether symmetry for a general holonomic system is defined in such a way that themethods to construct Hojman conserved quantity and new-type conserved quantity are given.It turns out that weintroduce a new approach to look for the conserved laws.Two examples are presented.展开更多
The present study investigated the effects of traditional instruction (TI) plus integrated technology (IT) versus TI alone on college students' achievements in a College English course. This study was conducted by...The present study investigated the effects of traditional instruction (TI) plus integrated technology (IT) versus TI alone on college students' achievements in a College English course. This study was conducted by using a Quasi-experimental, nonequivalent control group design. College English was adopted to examine the difference between two groups (one only with TI, the other with a merger of TI and IT) whose pretest-posttest comparisons to measure achievement of the course objectives. An analysis of covariance on the posttest scores with pretest scores as the covariate showed that the TI plus IT group performed significantly better than the TI alone group with a positive effect size.展开更多
基金National Natural Science Foundation of China under Grant Nos.10572021 and 10772025the Doctoral Programme Foundation of the Institute of Higher Education of China under Grant No.20040007022
文摘A new kind of weak Noether symmetry for a general holonomic system is defined in such a way that themethods to construct Hojman conserved quantity and new-type conserved quantity are given.It turns out that weintroduce a new approach to look for the conserved laws.Two examples are presented.
文摘The present study investigated the effects of traditional instruction (TI) plus integrated technology (IT) versus TI alone on college students' achievements in a College English course. This study was conducted by using a Quasi-experimental, nonequivalent control group design. College English was adopted to examine the difference between two groups (one only with TI, the other with a merger of TI and IT) whose pretest-posttest comparisons to measure achievement of the course objectives. An analysis of covariance on the posttest scores with pretest scores as the covariate showed that the TI plus IT group performed significantly better than the TI alone group with a positive effect size.
