日本の優先株式発行企業の業績

　本稿の目的は、2003年から2010年の間に優先株式を発行した企業の財務状況、特に企業業績を調べ ることにある。ここで得られた結果は、優先株式発行前には売上高利益率や総資産利益率は同業他社に比べて劣るが、発行後は同業他社並みに改善するというものである。この結果は好機到来仮説やマーケッ トタイミング仮説を支持しない。日本では優先株式は第三者割当によって行われること、そしてその発 行プロセスにおいて情報の非対称性問題が軽減されることがこうした結果をもたらした一因と考えられ る

A New GE-3 Parallel Algorithm for the Parabolic Equation

利用SAul’yEV格式和它的对称格式及一个绝对稳定的隐格式,构造了一个求解抛物型方程的分组显式(gE-3)并行算法,该算法的截断误差为O(τ+H2),条件稳定.数值例子验证了理论分析的有效性。Using a scheme,its symmetric scheme and an implicit differencing scheme of absolute stability,we construct group explicit scheme(GE-3) parallel algorithm for solving parabolic equation.The truncation error of this algorithm is O(τ+h2) with stability conditions.A numerical example shows that the schemes are effective.贵州省科技厅资金项目(黔科合J字[2008]2122号)资

基于浮动车数据的新能源汽车充电站选址布局研究——以广州中心城区为例

新能源汽车推广是未来减少温室气体排放、替代传统能源的手段,而充电基础设施能否满足充电时空需求对成功推广至关重要。本文以广州市中心城区为案例对充电需求进行时空特征分析,并在此基础上提出充电时空需求的最大覆盖模型,探求在一定充电站数量下的充电站最佳选址布局区域。结果表明,广州市中心城区出租车出行距离较短,行程间时长多集中在0～20min内;充电需求高度集聚,其分布呈现\"80/20\"定律,工作日与非工作日间差异不明显。分析预选充电站5、10和15min内的服务覆盖区,广州市中心城区应选择紧凑型的充电站布局（w1=0.5）。国家自然科学基金(41171139

Two-dimensional Model Predictive Iterative Learning Control Scheme Based on a Two-dimensional Performance Model

将迭代学习控制(ITErATIVE lEArnIng COnTrOl,IlC)系统看作一类具有2维动态特性的控制系统,根据模型预测控制(MOdEl PrEdICTIVE COnTrOl,MPC)和性能参考模型控制思想,提出了一种基于2维性能参考模型的2维模型预测迭代学习控制系统设计方案.在该控制系统设计方案中,可以通过选择适当的2维性能参考模型来构造2维动态变化的设定值信号和预测控制信号,从而引导迭代学习控制系统收敛到合理的控制性能,并有效避免系统性能收敛过程中控制输入可能发生的剧烈波动.通过对控制系统的结构分析可知,所得的迭代学习控制器本质上是由沿时间指标的参考模型预测控制器和沿周期指标的迭代学习控制器组成,闭环系统的收敛性等价于一个2维滤波系统的稳定性.数值仿真结果证明了该设计方案的有效性和鲁棒性.By representing an iterative learning control(ILC) system as a two-dimensional system and using the philosophy of model predictive control(MPC) and performance model reference control,a two-dimensional performance model based model predictive iterative learning control scheme is proposed in this paper.Through the design of two-dimensional dynamics of the performance model to generate more proper reference trajectories and predictive control signals for each cycle,the convergence pattern of the iterative learning control system can be guided to avoid the issue of possibly violent oscillation of input signal.The structure analysis indicates that the resulted control is composed of the time-wise performance model based model predictive control and cycle-wise iterative learning control,and that the convergence of the closed loop control system is equivalent to the stability of a two-dimensional filter.Numerical simulations illustrate the effectiveness and robustness of the proposed control scheme.国家自然科学基金(61174093)资助~

Preliminary pharmacodynamic study of STS as an adjuvant ofthe chemotherapy drugs in Vitro and in Vivo

目的：研究硫代硫酸钠（STS）是否能在体内、外作为化疗药的辅药。方法：应用MTT法研究STS分别与AdM、MMC和CddP等6种抗癌单药合用时对bEl-7402和MgC80-3细胞的细胞毒性作用；应用小鼠肝癌腹水瘤（H22）模型判断STS与AdM等3种药合用时的抗癌疗效；20例人原发性肝癌病人肝动脉插管化疗（AdM、MMC和CddP）前30MIn静脉推注STS（125~25g/M2）考察STS作为化疗药辅药的作用。结果：除了CddP以外，STS（500μg/Ml）与AdM等5种抗癌单药合用时对抗癌药的抗肿瘤细胞活性无明显影响（P＞005）。当不同剂量STS（350Mg/kg、35Mg/kg）分别与AdM（6Mg/kg）、MMC（14Mg/kg）和CddP（45Mg/kg）合用或仅这3种化疗药合用时，这3组腹水瘤小鼠的存活期比对照组者显著延长（P＜0001），但3组之间无明显区别（P＞005）。人肝癌肝动脉插管化疗时，STS与AdM、MMC和CddP抗癌药合用，肝癌治疗总有效率达60%，且可减少70%病人的恶心、呕吐等副作用。结论：在体内，低浓度的STS（125~25g/M2）可与AdM，MM？Objective: To study whether sodium thiosulfate (STS) can be used as an adjuvant of the chemotherapy drugs. Methods: The cytotoxicity of STS combined with ADM, MMC, CDDP, 5Fu, MTX and VCR (1PPC/ml) respectively on the cells of BEL7402 and MGc803 was studied by MTT test in vitro.The ascitic hepatoma (H22) in mice were adopted to determine the anticancer effect of STS adjuvant of ADMMMC and CDDP.Being treated with STS(12525 g/m2) 30 min before drug administration,20 patients of hepatocellular carcinoma (HCC) were carried on transcatheter arterial chemoembolization with ADMMMC and CDDP to observe the adjuvant effect of STS. Results: The anticancer activity of ADM and the other agents respectively adjuvant with STS (500 g/ml) were not obviously influented (P >005), but that for CDDP was influented .It was proven that the survival time of ascitic hepatoma treated with ADM (6 mg/kg),MMC (14 mg/kg) and CDDP (45 mg/kg) alone or three drugs in addition to STS (350 mg/kg,35 mg/kg) respectively was not significantly different (P >005).The survival time of each groups was significantly longer than that of control group (P< 0001).It have also been proven that STS adjuvant of ADM, MMC and CDDP was not decreased the chemotherapry effect (RR=60%) by transcatheter arterial chemoembolization in HCC, simultaneously it alleviated the nausea and vomiting in 70%patients. Conclusion: The study provides evidence that in vivo, STS (12525 g/m2) can be used as an adjuvant of chemotherapy drugs,such as ADM,MMC, including CDDP, and so on , for decreasing nausea and vomiting effects, espacially for transcatheter chemotherapy .福建省“八五”肝癌攻关课

[[alternative]]A Study on the Relationship among Principals’ Instructional Leadership, Teachers’ Professional Growth and School Effectiveness of Elementary and Junior High Schools in Matsu Area

碩士教育研究所[[abstract]]本研究旨在探討馬祖地區國民中小學校長教學領導、教師專業成長與學校效能之關係；首先，了解國民中小學教師所知覺的校長教學領導、教師專業成長及學校效能之現況；其次，探討不同背景變項之國民中小學教師所知覺的校長教學領導、教師專業成長及學校效能之差異情形；接著分析校長教學領導、教師專業成長與學校效能之關係，並根據研究結果提出具體建議，作為對馬祖地區教育行政機關、國民中小學校長與未來相關研究之參考。 本研究採問卷調查法進行，以馬祖地區所有國中小共151位教師為研究對象進行普查。回收有效問卷121份，採描述統計及Pearson積差相關等方法進行資料分析。本研究結果如下： 一、馬祖地區國民中小學教師所知覺之「校長教學領導」，得分平均數為3.63，屬中上程度。 二、不同背景變項教師所知覺到的「校長教學領導」有差異存在。 三、馬祖地區國民中小學教師所知覺之「教師專業成長」，得分平均數為3.67，屬中上程度。 四、不同背景變項教師所知覺到的「教師專業成長」有差異存在。 五、馬祖地區國民中小學教師所知覺之「學校效能」，得分平均數為 3.67，屬中上程度。 六、不同背景變項教師所知覺到的「學校效能」有差異存在。 七、馬祖地區國民中小學「校長教學領導」各向度與「教師專業成長」各向度有顯著正相關。 八、馬祖地區國民中小學「校長教學領導」各向度與「學校效能」各向度有顯著正相關。 九、馬祖地區國民中小學「教師專業成長」各向度與「學校效能」各向度有顯著正相關。 本研究建議如下： 一、對主管教育行政機關的建議 （一）將教學領導列入考核評鑑項目中，落實校長教學領導之作為 。 （二）校長甄選應加強國中校長的領導專業知能以提昇學校效能。 （三）鼓勵教師參與進修及研究發展，以增進教師專業成長。 （四）依據本研究各量表之向度指標，作為評鑑學校的參考。 （五）改進教師考核制度，落實教師教學專業評鑑。 二、對國民中小學校長的建議 （一）校長應不斷自我進修， 增進教學領導知能。 （二）善用資深教師豐富行政教學經驗，使之成為教師的楷模。 （三）實施兼職行政教師輪調制，加強與未兼職教師之溝通與互動。 （四）培養教師專業成長的風氣，進而提昇學校效能。 三、對未來研究的建議 （一）在研究對象方面：可擴展至金門、澎湖各離島，或原住民學校。 （二）在研究方法方面：可增加實地觀察、深度訪談等質的研究。 （三）在研究工具方面：可修訂本問卷,或發展更為妥適的研究工具。 （四）在研究變項方面：可加入更多研究變項及向度的內容。[[abstract]]This study aimed to investigate the relationship among principals’ instructional leadership, teachers’ professional growth and school effectiveness of elementary and junior high schools in Matsu Area. First, we were to acknowledge the current status of the three subjects. Second, we were to probe the different perceptions existing in the teachers with different background variables about the three subjects. Third , we were to analyze the relationship among them. In addition, based on the findings, several suggestions were made for the concerned authorities, the principals of elementary and junior high schools and respective researchers. This study was proceeding with survey. A census was selected including all of the 151 teachers from all elementary and junior high schools in Matsu Area, and 121 teachers, 80% of the sampling were considered valid. The descriptive statistics analysis and Pearson Correlation were used to analyze the data. Some conclusions are summarized as follows: 1. The teachers of junior high and elementary schools perceived an upper level on “principals’ instructional leadership” and the average was 3.63. 2. The teachers of the schools have different perceptions on “ principals’ instructional leadership” in terms of different demographic variables. 3.The teachers of the schools also perceived an upper level on “teachers’ professional growth”, and the average was 3.67. 4. The teachers of the schools have different perceptions on “teachers’ professional growth” in terms of different demographic variables. 5.The teachers of the schools also perceived an upper level on “ school effectiveness”, and the average was 3.67. 6. The teachers of the schools have different perceptions on “school effectiveness” in terms of different demographic variables. 7. There were positive and strongly significant correlations among all dimensions of principals’ instructional leadership and teachers’ professional growth . 8. There were positive and strongly significant correlations among all dimensions of principals’ instructional leadership and school effectiveness. 9. There were positive and strongly significant correlations among all dimensions of teachers’ professional growth and school effectiveness