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1.
李赛男 《安庆师范学院学报(社会科学版)》2015,(5):79-84
谢德三《墨子虚词用法诠释》认为"而"作指示代词犹"此"、作系词犹"乃"、作准系词犹"如"、作副词犹"乃、才",并根据译义把"而"归为介词和连词。这些"而"的语法功能都是连接前后两个谓词性结构,是连词。《墨子虚词用法诠释》忽略了"而"的语法功能,用强赋实义、翻译的方法,对"而"做出的词性归类是值得商榷的。《墨子》中的"然而"大部分都不是凝固结构,"而后""而况""而已""而已矣"都是词与词的组合,《墨子虚词用法诠释》把它们都归为熟语也是有问题的。 相似文献
2.
Jan Felshin 《Quest (Human Kinetics)》2013,65(1):36-40
This paper reviews the current research on teacher effectiveness as it applies to physical education in the areas of (a) teacher expectations, (b) classroom management and organization, (c) a supportive learning environment, (d) active teaching, task-oriented, or direct instruction, (e) curriculum pacing, (f) student opportunity to learn, including allocated, engaged, and academic learning time, (g) teaching to mastery, and (h) grade-level differences. Some problems in applying the research to actual school situations are presented, along with implications for physical education. 相似文献
3.
基于柔度测试方法,提出了J积分增量算式;对CT试样,提出了裂纹嘴张开位移V0和加载线裂纹张开位移VLL之间的V0~VLL转换算式,裂纹长度a与弹性模量E计算的简化算式。基于适合同时测试V0和VLL的CT试样设计,对45#钢CT试样进行了多级加-卸载,对CT试样的V0~VLL转换算式进行了试验验证。计算与试验结果表明,新公式具有良好精度。 相似文献
4.
DAVID H. FREY 《Counselor Education & Supervision》1972,11(4):243-250
This research effort presents (a) a model for viewing counseling theories and (b) data regarding the similarities and differences among selected counseling theorists on two dimensions: a process dimension and a goal dimension. Two instruments were used to tap the process and goal statements of selected theorists. Thirty-seven graduate students in two counseling theory classes completed the instruments, and their statement ratings were used to plot the selected theorists on the proposed model. Analysis of variance procedures were used to test differences among the theorists. The F ratios for both the process and goal statements were found to be significant at or beyond the .05 level. Theorist clusters were obtained by a post hoc probing process where the process clusters are as follows: (a) Williamson, Wolpe, Krumboltz; (b) Ellis, Thorne, Dreikurs, and Dollard and Miller; (c) Frankl, Alexander; (d) Rogers. The goal clusters are: (a) Wolpe, Krumboltz; (b) Williamson, Dollard and Miller; (c) Dreikurs, Thorne, Ellis, Alexander; (d) Rogers; (e) Frankl. 相似文献
5.
函数f(x)(?)(x)和g(x)(?)(x)分别在[a,b]上连续,在(a,b)内(?)(x)≠0则必存在一点ξ∈(a,b)使得g(ξ)integral from n=1 to ab f(x)(?)(x)dx=f(ξ)integral from n=1 to b(a)g(x)(?)(x)dx成立.这个结论对于多个函数对f_i(x)(?)(x),i=1,2,…,2n也成立. 相似文献
6.
The purpose of this study was twofold: (1) to design a system for constructing Likert attitude scales as supported by the sociopsychological and measurement literature, and (2) using the design to assemble a microcomputer attitude scale for inservice and preservice teachers (n = 281). The results of the study: (1) a 15-step flow chart for designing reliable and valid attitude scales, and (2) a 23-item microcomputer Likert attitude scale with the following characteristics: (a) coefficient alpha 0.89, (b) range of adjusted item-total correlations from 0.29 to 0.62, (c) range of interitem correlations from 0.04 to 0.60, (d) correlation of 0.20 with a mathematics attitude scale and 0.02 with a reading attitude scale, and (e) favorable factor analysis and emotional intensity data. 相似文献
7.
Luis Miguel Villar Angulo P. de Vicente Rodriguez A. Bolivar Botia E. Molina Ruiz M.J. Leon Guerrero M.J. Gallego Arrufat 《欧洲师范教育杂志》1994,17(3):187-206
The aim was the reconstruction of a school curriculum in reflective teaching situations within a co‐operative culture. Two working assumptions were considered: (a) teacher development was based on teacher thinking and (b) school organisation followed a co‐operative culture paradigm. The process features were: (a) university team consisted of external advisers; (b) school curriculum and classroom instruction were reviewed by school teachers; (c) case study as a research approach; (d) ethnographic techniques to collect data; (e) data analysis by a computer program; (f) teachers’ reflective cycle to reconstruct practice; and (g) teachers’ portfolios: narrative vignettes, etc. Findings showed: (a) a collaborative process school‐university; (b) teachers’ thinking and attitudinal change; (c) mobilisation of teachers’ talents and values to work together: (i) teacher dyads to reflect on teaching; (ii) advisers’ writing narrative vignettes; (Hi) collegial coaching; and (iv) curriculum materials designed by teachers. Two conclusions can be accepted: (a) teachers’ pedagogical practical knowledge showed diversity of their implicit theories to design action; and (b) teachers’ grounded theory confirmed that the educational action was based on a co‐operative and reflective culture. 相似文献
8.
S. Kathleen Krach Mary Frances Hanline 《Journal of educational and psychological consultation》2018,28(2):190-218
Individualized consultation is defined as one person (consultant) working with another person (consultee) to benefit a third (client). Learning how to be a consultant is a process with developmental stages ranging from novice to expert. The current study focuses on an integrated skills-based training experience for those in the novice stage. This training experience consisted of three parts: (a) interdepartmental collaboration, (b) use of a mixed-reality simulator, and (c) direct supervision from faculty. Specifically, consultants (graduate school psychology students) worked with consultees (undergraduate, preservice special education students) to benefit virtual clients (avatar students in a virtual classroom). The respective faculty provided supervision to both the consultants and consultees. Quantitative results found that both preservice school psychologists and preservice special education teachers rated the experience positively. Qualitative data found that improvements could be made to provide both more time with the simulator and a broader range of collaborative experiences. 相似文献
9.
We examined immunization against learned helplessness in 36 dogs. The experiment consisted of five phases: (1) appetitive contingent training, (2) immunization training, (3) inescapable noise training, (4) recovery, and (5) an appetitive noncontingent test. There were six groups: (1) a group immunized by controllable and predictable noise, (2) a group immunized by controllable but unpredictable noise, (3) a group immunized by uncontrollable but predictable noise, (4) a group given uncontrollable and unpredictable noise during immunization training, (5) a group not submitted to any treatment during the immunization phase, followed by uncontrollable noise, and (6) a group not submitted to any treatment. The immunization effect was assessed by measuring the acquisition of an appetitive response when food was not contingent upon responding. Our results demonstrate that the immunization effect can be observed in a noncontingent appetitive context. The effects of escapable noises that ensure immunization against the motivational deficit and predictable noises that immunize against the associative deficit seem to be additive. 相似文献
10.
G. ROBERT WARD NORMAN KAGAN DAVID R. KRATHWOHL 《Counselor Education & Supervision》1972,11(3):179-186
This study evaluated the use of Interpersonal Process Recall (IPR) with videotape (as opposed to more traditional methods) in improving the effectiveness of practicum students. The practicum students were randomly assigned to one of three treatment groups: (a) a video-IPR, (b) an audio-IPR, and (c) supervision using an audiotape of a regular counseling session. Three judges were asked to rate videotapes of 54 practicum students conducting their final counseling session with a coached client. The judges rated two time-samplings of the final session by means of a scale consisting of three parts: (a) 33 behavioral and feeling items, (b) a single global evaluation representing the normal curve with the baseline divided into eight equal segments, and (c) a request for the judges to write any adjectives or phases that they felt described the practicum student. The results were not as convincing as had been anticipated. This article discusses possible reasons that the results were not convincing and implications the results have for future research within this area of counselor education. 相似文献
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12.
As policymakers, community college trustees have a responsibility to help keep their communities strong. How they do this is by helping to give everyone a chance for higher education. Thomas Friedman says that John F. Kennedy's vision was to put a man on the moon. His vision is to put every American on a campus. To do this, trustees can use these 7 “New Rules of Business:” (a) having a renewed focus on higher education accountability, (b) continued anxiety over college affordability, (c) waning public support, (d) growing expectations, (e) increasing competition, (f) changing demographics, and (g) the growing leadership crisis. 相似文献
13.
Imprinted polymers were prepared for selective removal of Cu（Ⅱ） ions from metal solutions. Three ion-imprinted polymers were synthesized with methacrylic acid （MAA）, acrylamide （AA） and N,N＇-methylenebisacrylamide （MBAA） respectively as the functional monomers, ethleneglycoldimethacrylate （EGDMA） as the cross-linking agent, 2,2＇- azobisisobutyronitrile （AIBN） as the initiator and Cu （Ⅱ） ion as the imprint ion. The template Cu （Ⅱ） ion was removed from the polymer by leaching with a liquid of a 1：1 volumetric ratio of HCl to ethylenediaminetetraacetic acid （EDTA）. The capacity and selectivity of Cu（Ⅱ） ion adsorption were investigated with the three imprinted polymers and their non-imprinted counterparts. The polymers have a maximum adsorption capacity at pH 7.0. The isotherm of their batch adsorption of Cu（Ⅱ） ions shows a Langmuir adsorption pattern. Imprinted polymers all have a much higher capacity and higher selectivity of Cu（Ⅱ） adsorption than nonimprinted ones. MAA polymer benefits the most from imprinting. Imprinted MAA polymer has the highest selectivity when used to rebind Cu （Ⅱ） ion from an aqueous solution in the presence of other metal ions. Ion imprinting can be a promising technique of preparing selective adsorbents to separate and preconcentrate metal in a medium of multiple competitive metal ions through solid phase extraction （SPE）. 相似文献
14.
Bart Rienties Bas Giesbers Simon Lygo-Baker Hoi Wah Serena Ma Roger Rees 《Interactive Learning Environments》2016,24(3):539-552
After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks. 相似文献
15.
Desireé Vega 《Community College Journal of Research & Practice》2018,42(12):848-860
The purpose of this study was to explore the college choice and transfer decision-making processes of six high-achieving first-generation Latina/o transfer students who began their postsecondary studies at a community college and later transferred to a four-year Hispanic Serving Institution. Utilizing interpretative phenomenological analysis, four themes emerged from data analysis to explain the factors that influenced participants’ decisions to enroll in community college: (a) Inadequate Guidance from School Personnel, (b) Financial Concerns, (c) Familial Factors, and (d) Community College as an Appropriate Match. Additionally, two themes related to the decision to transfer to a four-year institution emerged: (a) Access to Greater Opportunities, and (b) Support and Motivation. The findings of this study will aid researchers and educators alike in understanding and supporting the college choice decisions of high-achieving first-generation Latina/o students. 相似文献
16.
William Balzer Nancy Boudreau Peter Hutchinson Ann Marie Ryan Todd Thorsteinson James Sullivan Robert Yonker Deanne Snavely 《Research in higher education》1996,37(6):633-658
Multiple regression procedures are commonly used to investigate gender equity in faculty salary. However, a review of 19 case studies indicates that many of them fail to (a) adequately develop a regression model that examines the linear and nonlinear (i.e., interactive and curvilinear) relations between predictors and the criterion and (b) appropriately apply regression diagnostic statistics throughout salary model development. A seven-step process is presented as a comprehensive framework for testing allegations of gender discrimination in faculty salary. Steps include (a) identifying predictors of faculty salary, (b) identifying and establishing criteria for interpreting statistical tests and diagnostic procedures, (c) determining the criterion variable used in the salary model, (d) developing a salary model, (e) testing for gender discrimination in pay, (f) conducting diagnostic procedures to confirm the appropriateness of the final salary model, and (g) testing the assumptions of the regression model. An application of this model is presented using a case study (N = 725 faculty). 相似文献
17.
An investigation was made of three types of instructor intervention into the self‐pacing of remedial college English students: (1) a stern warning about the procrastination problems of PSI courses given at the beginning of the course, (2) a telephone call to students falling behind a recommended pace, or (3) a postcard mailed to students who are behind a suggested rate of progress. During statistical analyses no significant (but positive) relationships were found between pacing treatments and the mean number of (a) accumulated grade points; (b) course completions; and (c) the proportion of withdrawals, incompletes, failures, and successes. Advantages of PSI appear to remain despite alteration of self‐pacing. 相似文献
18.
Kelley Regan Anna Evmenova Pam Baker Marci Kinas Jerome Vicky Spencer Holly Lawson Terry Werner 《The Internet and Higher Education》2012,15(3):204-212
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative. 相似文献
19.
戚仕硕 《商丘师范学院学报》1996,(Z1)
本文采用单调迭代技术研究了Ｂａｎａｃｈ空间中形如ｘ（４）＝ｆ（ｔ，ｘ，ｘ＇，ｘ＂，ｘ），ｘ＇（ａ）＝Ａ，ｘ＂（ａ）＝Ｂ，ｘ（ａ）＝Ｃ，ｘ（ｂ）＝ｘ０的四阶非线性微分方程两点边值问题，并首次得到关于最大解与最小解的存在性定理。 相似文献
20.
LI Yun-tong CAO Yao 《重庆大学学报(英文版)》2007,6(4):283-286
The uniqueness problem of entire functions sharing one small function was studied. By Picard’s Theorem, we proved that for two transcendental entire functions f (z) and g(z), a positive integer n≥9, and a(z) (not identically eaqual to zero) being a common small function related to f (z) and g(z), if f n(z)(f(z)-1)f′(z) and gn(z)(g(z)-1)g′(z) share a(z) CM, where CM is counting multiplicity, then g(z) ≡ f (z). This is an extended version of Fang and Hong’s theorem [ Fang ML, Hong W, A unicity theorem for entire functions concerning differential polynomials, Journal of Indian Pure Applied Mathematics, 2001, 32 (9): 1343-1348]. 相似文献