在哪看leetcode-leetcode:我所有东西的公共存储库LeetCode

在哪看leetcode 我所有东西的公共存储库 LeetCode。 我的不和谐论坛，你可以在那里问我 LeetCode 相关问题。 /排行榜/saved_ratings_top5000.txt 查看最新评级。 （免责声明：此存储库与 LeetCode LLC 没有任何附属、关联、授权、认可或任何正式联系。 ）

leetcode1124java-arts:艺术

leetcode 1124 java arts What is ARTS？ Algorithm：At least finishing one leetcode problem each week Review：At least review one technical article each week Tip：At least study one technical skill each week Share：At least write one thoughtful article each week Algorithm：LC 230. Kth Smallest Element in a BST Review：高效的一些建议 Tip：Elastic Search VS Solr Share：人的一生两个最大的财富是：你的才华和你的时间 Algorithm：LC 763. Partition Labels Review：Signs that You are a Bad Programmer Tip：JS 实现的一个 TCP 套接字 Share：深入理解 ES6（二） Algorith

leetcode不会-leetcode:带有文档的谜题！

leetcode 不会 [] :green_book: 简单的 给定一个整数数组，查找该数组是否包含任何重复项。 如果任何值在数组中至少出现两次，您的函数应该返回 true，如果每个元素都是不同的，它应该返回 false。 示例 1： Input : [ 1 , 2 , 3 , 1 ] Output : true 示例 2： Input : [ 1 , 2 , 3 , 4 ] Output : false 示例 3： Input : [ 1 , 1 , 1 , 3 , 3 , 4 , 3 , 2 , 4 , 2 ] Output : true [] :orange_book: 中等的 给定两个表示两个非负整数的非空链表。 数字以相反的顺序存储，它们的每个节点都包含一个数字。 将两个数字相加并将其作为链表返回。 您可以假设这两个数字不包含任何前导零，除了数字 0 本身。 例子： Input : ( 2 - > 4 - > 3 ) + ( 5 - > 6 - > 4 ) Output : 7 - > 0 - > 8 Explanation : 342 + 465 = 807. [] :green_book: 简单的 给定一个整数数组nums和 intege

老师当“教练”：一场全新的球赛

The teacher as "coach": A whole new ball game Psychology in the Schools Volume 26, ApriI 1989 THE TEACHER AS “COACH”: A WHOLE NEW BALL GAME THOMAS N. DORSEL Francis Marion College A comparison is drawn between the coach’s situation on the playing field and the teacher’s situation in the classroom. Several advantages that accrue to the coach are examined and suggestions are made as to how such advantages might be translated for classroom implementation. As a longtime sports fan and

WISC-R 因子分数和学生行为自评作为学业成绩的预测指标

WISC-R factor scores and student self-ratings of behavior as predictors of academic achievement Psychology in the Schools Volume 2s. January 1988 WISC-R FACTOR SCORES AND STUDENT SELF-RATINGS OF BEHAVIOR AS PREDICTORS OF ACADEMIC ACHIEVEMENT MARTIN J. WIESE, CHERYL LAMB, AND WAYNE C. PIERSEL University of Nebraska-Lincoln The capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores and student self-ratings of be

Speech recognition using stochastic phonemic segment model based on phoneme segmentation

Speech recognition using stochastic phonemic segment model based on phoneme segmentation Speech Recognition Using Stochastic Phonemic Segment Model Based on Phoneme Segmentation Chieko Furuichi, Katsura Aizawa, and Kazuhiko Inoue Faculty of Engineering, Toin University of Yokohama, 1614 Kurogane, Midori, Yokohama, Ja pan 225-8502 SUMMARY This paper discusses speech recognition based on a new statistical phoneme segment model which is trained by phoneme parameters derived from automatica

Relationship of WPPSI and subsequent metropolitan achievement test scores in head-start children

Relationship of WPPSI and subsequent metropolitan achievement test scores in head-start children RELATIONSHIP OF WPPSI AND SUBSEQUENT METROPOLITAN ACHIEVEMENT TEST SCORES I N HEAD-START CHILDREN BRUCE K. CROCKETT, MAX W. RARDIN, AND RICHARD A. PASEWARK ' University of Wyoming The MAT was administered to 35 original Head-Start children 3-4 years after initial WPPSI testing. WPPSI Verbal I& did not correlate significantly with any of the subject a r e s of the MAT, while Performance

Differential vulnerability of WISC subtests to tester effects

Differential vulnerability of WISC subtests to tester effects 300 BARBARA K. KEOGH, ROBERT J. HALL REFERENCES k 2 K E R M A N , P. T., PI.,TE.RS, J. E., & DYKMAN, R. A. Children with specific learning disabilities: WISC profiles. Journal ofLearning Disabilities, 1971,4, 150-166. COBB, J. A. Survival skills and first grade academic achievement. Report No. 1. Eugene: University of Oregon, Center for Research and Demonstration in the Early Education of Handicapped Children, 1970. GLIS

对最近开发的适应性行为措施的回顾

A review of recently developed measures of adaptive behavior Psychology in the Schools Volume 25. July 1988 A REVIEW OF RECENTLY DEVELOPED MEASURES OF ADAPTIVE BEHAVIOR LARRY D. EVANS AND SHARON BRADLEY-JOHNSON Central Michigan University Six recently developed adaptive behavior scales were reviewed for their technical ade- quacy and other issues that need to be considered when selecting a measure of adap- tive behavior. Suggestions are made to aid examiners in selecting an appropr

Cognitive development in bilingual and monolingual lower-class children

Cognitive development in bilingual and monolingual lower-class children COGNITIVE DEVELOPMENT IN BILINGUAL AND MONOLINGUAL LOWER-CLASS CHILDREN' BARBARA MYERS AND DAVID GOLDSTEIN Temple C'iaizlersity The cognitive development of lower-class En@&* aking monolingual and English-Spanishs peaking bilingual children in kin%garten, third, and rixth grades was compared by means of standard verbal and nonverbal mea- bures. The verbal abihty of bilingual children was 8sBe88Bd in both English