全文获取类型
| 收费全文 | 97篇 |
| 免费 | 1篇 |
专业分类
| 教育 | 75篇 |
| 科学研究 | 7篇 |
| 各国文化 | 2篇 |
| 信息传播 | 14篇 |
出版年
| 2023年 | 1篇 |
| 2022年 | 2篇 |
| 2021年 | 4篇 |
| 2020年 | 2篇 |
| 2019年 | 7篇 |
| 2018年 | 8篇 |
| 2017年 | 10篇 |
| 2016年 | 7篇 |
| 2015年 | 3篇 |
| 2014年 | 4篇 |
| 2013年 | 26篇 |
| 2012年 | 2篇 |
| 2011年 | 1篇 |
| 2010年 | 2篇 |
| 2009年 | 2篇 |
| 2008年 | 1篇 |
| 2007年 | 1篇 |
| 2005年 | 1篇 |
| 2004年 | 1篇 |
| 2003年 | 1篇 |
| 2000年 | 1篇 |
| 1996年 | 1篇 |
| 1995年 | 1篇 |
| 1994年 | 1篇 |
| 1992年 | 1篇 |
| 1987年 | 2篇 |
| 1985年 | 1篇 |
| 1983年 | 2篇 |
| 1979年 | 1篇 |
| 1968年 | 1篇 |
排序方式： 共有98条查询结果，搜索用时 468 毫秒
1.
In the IR field it is clear that the value of a system depends on the cost and benefit profiles of its users. It would seem obvious that different users would prefer different systems. In the TREC-9 filtering track, systems are evaluated by a utility measure specifying a given cost and benefit. However, in the study of decision systems it is known that, in some cases, one system may be unconditionally better than another. In this paper we employ a decision theoretic approach to find conditions under which an Information Filtering (IF) system is unconditionally superior to another for all users regardless of their cost and benefit profiles.It is well known that if two IF systems have equal precision the system with better recall will be preferred by all users. Similarly, with equal recall, better precision is universally preferred. We confirm these known results and discover an unexpected dominance relation in which a system with lower recall will be universally preferred provided its precision is sufficiently higher. 相似文献
2.
3.
4.
5.
Innovative Higher Education - Learning gains associated with multiple-choice testing formats that provide immediate feedback (e.g., IFAT®) are often greater than those for typical... 相似文献
6.
Noah Weeth Feinstein Jeppe Læssøe Nicole Blum Dianne Chambers 《Environmental Education Research》2013,19(2):198-205
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates? 相似文献
7.
8.
9.
10.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521