57,939 research outputs found
Qiu shi xian sheng yi ji : [6 juan]
No full textBen shu yi shu Peng Zuxian ji "Changzhou Peng shi jia ji" zhi san ben.With: Er lin ju ji / Peng Shaosheng.Mode of access: Internet
Niu peng za yi
No full textBen shu nei rong bao kuo niu peng za yi,Shu zhai za lu,Bing ta za ji deng bu fen,Bao kuo"yuan qi","cong she jiao yun dong tan qi","dui hao ru zuo","kuai huo ban nian","zi ji tiao chu lai"den
Peng Yi, violin and Jayoung Kim, piano, March 16, 2018
Full text linkThis is the concert program of the Peng Yi, violin and Jayoung Kim, piano performance on Friday, March 16, 2018 at 4:00 p.m., at the Concert Hall, 855 Commonwealth Avenue. Works performed were Violin Concerto No. 3 in G major, K. 216 by Wolfgang Amadeus Mozart, SOnata for Solo violin in D major, Op. 115 by Sergei Prokofiev, and Violin Concerto No. 4 in D minor, Op. 31 by Henri Vieuxtemps. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund
Peng Yi, violin and Kyra Xuerong, piano, May 12, 2017
Full text linkThis is the concert program of the Peng Yi, violin and Kyra Xuerong, piano performance on Friday, May 12, 2017 at 4:00 p.m., at the Concert Hall, 855 Commonwealth Avenue. Works performed were Solo Sonata No. 2 in A minor, BWV 1003 by Johann Sebastian Bach, Violin Sonata No. 3 in D minor, Op. 108 by Johannes Brahms, and Introduction and Rondo Capriccioso in A minor, Op. 28 by Camille Saint-Saëns. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund
Some GIS-Based Analysis of the Complete Taiwan Poems
No full textAbstract of paper 0466 presented at the Digital Humanities Conference 2019 (DH2019), Utrecht , the Netherlands 9-12 July, 2019
On a Class of Ky Fan-Type Inequalities
No full textIn this paper, we study one class of Ky Fan-type inequalities, which has ties with the
original Ky Fan inequality. Our result extends the known ones
Ky Fan Inequality and Bounds for Differences of Means
Full text linkWe prove an equivalent relation between Ky Fan-typed inequalities and certain bounds for the differences of means. We also generalize a result of H. Alzer, S. Ruscheweyh and L. Salinas
A New Approach to Ky Fan-type Inequalities
No full textThe study of the behavior of means under equal increments of their variables provides a new approach to Ky Fan-type inequalities. Via this new approach we are able to prove some new results on Ky Fan-type inequalities
On Some Analogues of Ky Fan-type Inequalities
Full text linkWe study the behavior of means under equal increments of their variables and we apply the results to Ky Fan-type inequalities and certain bounds for the differences of means. We also give a sharpening of Sierpiński’s inequality and prove a Rado-type inequality
Using performance assessment in secondary school mathematics: an empirical study in a Singapore classroom
No full textThis article reports an exploratory study on using performance assessment in mathematics instruction in a high-performing secondary school in Singapore. An intact mathematics class participated in the study, and received chapter-based performance tasks as intervention during regular mathematics lessons for about one and a half school years. The performance tasks used included authentic and/or open-ended tasks. The students’ academic achievements and attitudes in mathematics were compared with a comparison class that did not receive the intervention. Both quantitative and qualitative data were collected, mainly through questionnaire surveys, performance task tests, conventional school exams, and interviews with students and teachers. The results suggest that the students receiving the intervention performed significantly better than their counterparts in solving conventional exam problems, and in general they also showed more positive changes in attitudes towards mathematics and mathematics learning. The students from the experimental class also expressed positive views about the benefits of using performance tasks in promoting their ability in higher order thinking, though no statistically significant difference was detected between the two classes of students in solving unconventional tasks before and after intervention. Overall, the results appear to support teachers’ using contextualised problems in real life situations and open-ended investigations in students’ learning of mathematic
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