Total completion time minimization in online hierarchical scheduling of unit-size jobs

This paper investigates an online hierarchical scheduling problem on m parallel identical machines. Our goal is to minimize the total completion time of all jobs. Each job has a unit processing time and a hierarchy. The job with a lower hierarchy can only be processed on the first machine and the job with a higher hierarchy can be processed on any one of m machines. We first show that the lower bound of this problem is at least \(1+\min \{\frac{1}{m}, \max \{\frac{2}{\lceil x\rceil +\frac{x}{\lceil x\rceil }+3}, \frac{2}{\lfloor x\rfloor +\frac{x}{\lfloor x\rfloor }+3}\}\), where \(x=\sqrt{2m+4}\). We then present a greedy algorithm with tight competitive ratio of \(1+\frac{2(m-1)}{m(\sqrt{4m-3}+1)}\). The competitive ratio is obtained in a way of analyzing the structure of the instance in the worst case, which is different from the most common method of competitive analysis. In particular, when \(m=2\), we propose an optimal online algorithm with competitive ratio of \(16\) \(/\) \(13\), which complements the previous result which provided an asymptotically optimal algorithm with competitive ratio of 1.1573 for the case where the number of jobs n is infinite, i.e., \(n\rightarrow \infty \).     

Characterizations of <Emphasis Type="Italic">k</Emphasis>-cutwidth critical trees

The cutwidth problem for a graph G is to embed G into a path such that the maximum number of overlap edges (i.e., the congestion) is minimized. The investigations of critical graphs and their structures are meaningful in the study of a graph-theoretic parameters. We study the structures of k-cutwidth \((k>1)\) critical trees, and use them to characterize the set of all 4-cutwidth critical trees.     

Culturally responsive teaching in China: instructional strategy and teachers’ attitudes

The aim of this study was to investigate the manner in which teachers facilitate the pedagogical process within a culturally diverse student population. The study focused on two primary schools in China; one located in a more fully developed city in eastern China (Case A), while the other was in a less developed city in rural western China (Case B). This allowed the researchers to compare and analyse the different instructional practices by means of semi-structured interviews and questionnaires. The findings indicate that: the teachers in Case A demonstrated overall affirmative attitudes towards ethnic minority cultures, as well as towards the students belonging to those cultures. However, the teachers also chose not to mention the specific ethnic identities and cultural differences of the students during the course of their instruction in order to ensure equal treatment for everyone. This leads to a kind of ‘cultural blindness’ in the classroom. In Case B, opinions regarding minority cultures were more varied. Compared with the teachers in Case A, more teachers in Case B found minority cultures to be inferior to the dominant Han culture. Some teachers also, counter intuitively, were of the opinion that the minority cultures were even superior. At the instructional level, school leadership developed courses on local culture and ethnicity for the teaching staff. This was done for a variety of reasons. The strongest evidence to support culturally responsive teaching in Case A does not stem from teaching and learning demands but from the necessity to pursue characteristics that make them distinctive from other schools at the same time, Case B’s practice of culturally responsive teaching was strongly supported by the government and UNICEF. Teachers in both schools indicated that they had integrated their knowledge of ethnic minority groups into the subject matter when it was necessary.     

银行证券保险业监管比较

银行、证券、保险三行业因其业务特性不同,从而面临的主要风险及风险表现的特征也不同。各行业的风险管理既表现出针对主要风险、服从业务特征的共性,也表现出在具体管理技术、方法上的差异性。因此,三行业的监管导向及监管实践都存在着差异和侧重：银行业突出系统性、监管协调和对资产的监管;证券业强调监管对象的多层次性、监管的透明性和对业务的监管;保险业以承保风险为核心,突出母国鉴定和对负债的监管。     

论当前中国房屋拆迁中的权利保护

住房权是人权的一项基本内容。目前,我国城市化进程中房屋拆迁征收的法律依据、拆迁机制、权利保障和拆迁行为不完全适应并满足权利保障需要。完善拆迁法律规范,建立健全防止利益冲突机制,严格执行国家法律法规,不仅关系社会和谐稳定,亦关系政治稳定与政府形象。     

在校大学生法律意识现状——基于太原理工大学在校生问卷调查

大学生法律意识是指大学生这一类特殊群体对法及现行法律和各种法律现象的观点和认识。是一个由法律知识、法律观念、法律观点组成的复杂系统。文章以太原理工大学在校大学生为调查对象,分别从法律知识、法律观念、法律观点三个方面对大学生法律意识现状进行了调查研究。结果显示,大学生已经逐渐认识到法律的重要性,学法的热情也较高,所掌握的法律知识较之前也有大幅度的提高;但他们对所学法律知识的内化程度不高,缺乏宪政意识,同时也存在着厌诉的情绪;在法治观念上存在着认知偏差,对法律认识缺乏理性思维,学法功利性较强,缺乏法律信仰。     

“钓鱼岛问题”引发的爱国主义新思考

钓鱼岛问题的实质是中日美的关系问题,是三国实力的又一次较量与试探。钓鱼岛问题的最终解决还是要依靠国家的综合实力和国际影响力。所以,新时期爱国主义应坚持强大国家的方向不动摇,温和、理性并以实际行动爱国,实现中华民族的伟大复兴和中国的崛起,用强大的实力来爱护祖国和人民,同时也为国际和平再添一份贡献。