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排序方式: 共有104条查询结果,搜索用时 15 毫秒
81.
谈骏渝 《重庆大学学报(英文版)》2003,2(2)
1. Introducton The two-dimensional KdV equation was first derived by Kadomtsev and Petviashvili in 1970 [1], and it is also referred to as the KP equation. Periodic Traveling wave solutions to the KP and modified KP equation were investigated by Chen and Wen [2]. The author considers the generalized inhomogeneous two-dimensional KdV-Burgers equation as follows. {}[()] 0,,,0,txxxxxxxyyufuuuugxytabd+++++=纬% (1.1) where f C2(); b, d and a are given constant… 相似文献
82.
王万录 《重庆大学学报(英文版)》2003,2(2)
1. Introduction Recently, carbon nanotubes have attracted a lot of interest because of their outstanding electrical properties and their potential application as a possible material for fabrication of cold cathodes [1-3]. It was found that the field enhancement from carbon nano-tubes exhibited large local field enhancement and considerable field emission currents at relatively low applied voltage. Carbon nanotube-based field emission displays have been fabricated using well-aligned nano-tubes … 相似文献
83.
In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self‐efficacy among a sample of 125 Hispanic 1st‐year college students enrolled at a medium‐size, southern Hispanic‐serving institution. Results of a 2‐stage hierarchical multiple regression analysis indicated that emotional intelligence was a significant moderator in the relationship for the students surveyed. Implications for counseling Hispanic 1st‐year college students and directions for future research are suggested. 相似文献
84.
Pamela Sparks Stein April D. Richardson Sandra D. Challman 《Anatomical sciences education》2008,1(3):130-132
The following study describes a creative application of anatomical principles in the instruction of self‐defense. Undergraduates at the University of Kentucky were invited to a special lecture that featured a series of self‐defense moves introduced by a local police officer. Following a demonstration of each self‐defense tactic, the students were briefed on the anatomy of both the victim and the assailant that contributed to the overall effectiveness of each move. This approach was unique in that students learned critical knowledge of self‐defense while reinforcing anatomical principles previously introduced in class. Moreover, this integration of topics prompted students to think about their response to potentially dangerous situations on campus. Anat Sci Ed 1:130–132, 2008. © 2008 American Association of Anatomists. 相似文献
85.
Reading and Writing - This study examined the impact of content revising goals on the revising behavior and story writing performance of fourth grade students at-risk for writing difficulties.... 相似文献
86.
87.
Craig Callender Steve Fuller Katherine Neal Bernadette Bensaude-Vincent David Turnbull Otávio Bueno Jerry Ravetz Alan Chalmers Peter Harrison Keith Benson Jonathan Simon Margaret D. Garber Samir Chopra Henry Chan Elizabeth Toon Philip Catton Brendan Larvor Kylie Valentine Alan C. Love Donna April Chua Sy Brian W. Ogilvie James Maclaurin William C. Summers Arthur B. Markman John T. Vallance 《Metascience》2002,11(1):43-138
88.
Julie Gess-Newsome Joseph A. Taylor Janet Carlson April L. Gardner Christopher D. Wilson Molly A. M. Stuhlsatz 《International Journal of Science Education》2019,41(7):944-963
ABSTRACTIn this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill. 相似文献
89.
Laurie E. Cutting April Materek Carolyn A. S. Cole Terry M. Levine E. Mark Mahone 《Annals of dyslexia》2009,59(1):34-54
Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is
well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood
about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific
reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different
RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present
study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance
in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD
participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word
fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function.
Implications for understanding the neuropsychological bases for reading comprehension are discussed.
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Laurie E. CuttingEmail: |
90.
Community-based medical schools rely heavily on volunteer faculty to provide medical education. Volunteer faculty consist of health care professionals, primarily physicians, who commit to educating medical students and residents. While these volunteer faculty are typically unpaid, many medical schools provide some benefits to them for volunteering their time. One such benefit, although rarely noted in library or medical education literature, is access to academic medical library resources and services. This article highlights a library services liaison model dedicated to the support of volunteer faculty at a community-based medical school. 相似文献