"武科应试器械"考论   总被引：1，自引：1，他引：0  

杨爱华  陈恳  李英  杨树  程远义 《军事体育进修学院学报》2006,25(3):42-46

从体育文化角度对古代“武科”考试内容、应试器械等进行系统研究。结果显示:“武科”,又称“武举”,创立于唐武则天长安二年(702年),废于清末光绪二十七年(1901年8月29日),历经一千二百年。考试分外场(以长垛、马射、步射、刀术、枪术、翘关等体育项目为主)和内场(策论)。唐“武科”主要外场器械为弓箭,辅从刀、枪等。宋以弓箭刀枪为主同时将弩踏等作为考试项目。明代“武科”项目沿袭唐宋,外场器械未有变化。清代开始增加了“技勇”项目,分别为开硬弓、舞大刀、掇石。课题研究旨在为我国民族传统体育学的长足发展提供实质性的理论文献资料。  相似文献   

The Community of Cinema: How Cinema and Spectacle Transformed the American Downtown     

Ken Dvorak 《Journal of American culture (Malden, Mass. : 2003)》2004,27(1):122-122

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Editorial: Literacy or Literacies?     

Mark Reid 《English in Education》1997,31(3):1-2

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Indexing consistency in MEDLINE   总被引：3，自引：0，他引：3  

M E Funk  C A Reid 《Bulletin of the Medical Library Association》1983,71(2):176-183

The quality of indexing of periodicals in a bibliographic data base cannot be measured directly, as there is no one "correct" way to index an item. However, consistency can be used to measure the reliability of indexing. To measure consistency in MEDLINE, 760 twice-indexed articles from 42 periodical issues were identified in the data base, and their indexing compared. Consistency, expressed as a percentage, was measured using Hooper's equation. Overall, checktags had the highest consistency. Medical Subject Headings (MeSH) and subheadings were applied more consistently to central concepts than to peripheral points. When subheadings were added to a main heading, consistency was lowered. "Floating" subheadings were more consistent than were attached subheadings. Indexing consistency was not affected by journal indexing priority, language, or length of the article. Terms from MeSH Tree Structure categories A, B, and D appeared more often than expected in the high-consistency articles; whereas terms from categories E, F, H, and N appeared more often than expected in the low-consistency articles. MEDLINE, with its excellent controlled vocabulary, exemplary quality control, and highly trained indexers, probably represents the state of the art in manually indexed data bases.  相似文献   

Can constrained relevance feedback and display strategies help users retrieve items on mobile devices?     

Vishwa Vinay  Ingemar J. Cox  Natasa Milic-Frayling  Ken Wood 《Information Retrieval》2006,9(4):435-453

Searching online information resources using mobile devices is affected by small screens which can display only a fraction of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ) and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm, coupled with the sampled display, is the most effective. Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J. Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.), Springer 2005, ISBN 3-540-25295-9  相似文献   

The Pietist Vision of Christian Higher Education: Forming Whole and Holy Persons; and Reclaiming Pietism: Retrieving an Evangelical Tradition     

Ken Badley 《Christian Higher Education》2017,16(4):266-268

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Writing Characteristics of Students with Attention Deficit Hyperactive Disorder: A Meta‐Analysis     

Steve Graham  Evan J. Fishman  Robert Reid  Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89

Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone.  相似文献   

flashGet使用教程     

Ken 《中小学电教》2003,(6):26-29

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‘Researchers are experienced readers’: on recognition,aspiration and obligation     

Alan Reid 《Environmental Education Research》2016,22(3):422-431

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A Peer‐tutoring Scheme to Support Independent Learning and Group Project Work in Mathematics     

Ken Houston 《Assessment & Evaluation in Higher Education》1996,21(3):251-266

A peer‐tutoring scheme was introduced to an undergraduate mathematics module. This was to provide a learning support for an independent learning programme. These student support groups also functioned as task groups for group project work. In the independent learning programme, students were directed to read selected passages of text, to attempt certain exercises and to devise peer assessment tasks. For some of the sessions senior students were present and functioned as additional peer tutors. To assess the students’ attitudes to the peer‐supported independent learning programme, an Attitudes to Peer‐tutoring Questionnaire was constructed. The results show that the students readily accepted the need to work in groups and to support one another. Overall, 78% felt that they could work easily without pressure and that the sessions were not a complete waste of time. However, 65% of the students did not appear to enjoy the independent learning sessions and felt that they preferred to be responsible only for their own learning.  相似文献