全文获取类型
收费全文 | 471篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 364篇 |
科学研究 | 20篇 |
各国文化 | 5篇 |
体育 | 32篇 |
文化理论 | 3篇 |
信息传播 | 72篇 |
出版年
2024年 | 2篇 |
2023年 | 9篇 |
2022年 | 9篇 |
2021年 | 8篇 |
2020年 | 23篇 |
2019年 | 30篇 |
2018年 | 41篇 |
2017年 | 36篇 |
2016年 | 28篇 |
2015年 | 25篇 |
2014年 | 24篇 |
2013年 | 84篇 |
2012年 | 20篇 |
2011年 | 10篇 |
2010年 | 12篇 |
2009年 | 9篇 |
2008年 | 8篇 |
2007年 | 3篇 |
2006年 | 16篇 |
2005年 | 2篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 8篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1973年 | 3篇 |
1966年 | 1篇 |
1930年 | 1篇 |
1928年 | 1篇 |
1922年 | 1篇 |
1871年 | 3篇 |
1870年 | 9篇 |
排序方式: 共有496条查询结果,搜索用时 328 毫秒
21.
Using Goffman's notions of self-presentation and gender displays, the following study examines the Instagram feeds of 27 professional athletes to determine how athletes are using the visual social media site for self-presentation. A mixed methods approach examined the photographs and captions to determine what behaviors and themes emerged. Through content analysis, the self-presentation styles of athletes of both genders, as well as the main differences between them were examined, and significant differences emerged that confirmed the previously established gender norms. Through textual analysis, findings with respect to captions align with previous research on athlete self-presentation on social media. Theoretical and practical implications, as well as directions for future research are discussed. 相似文献
22.
Thomas G. Martin Rachel W. Pata Johanna D’Addario Lauren Yuknis Rebecca Kingston Richard Feinn 《Journal of sports sciences》2015,33(19):1988-1997
This study investigated whether haematological markers differ between young and masters marathon participants, running at similar performance levels. Nine young (31.89 ± 4.96 years) and eight masters (63.13 ± 4.61 years) runners participated. At five time points (pre-race through 54 h post-race), a complete blood cell count, basic metabolic panel and creatine kinase (CK) isoenzyme panel were assessed. Race performance was standardised using the World Masters Association Age Grading Performance Tables. Total CK levels were elevated for all participants at all time points post-race (P < 0.001). The CK-isoenzyme MB% was elevated across groups at 6, 30 and 54 h post-race (P < 0.01, P < 0.01 and P < 0.05), with masters runners having a higher CK-MB% at 30 and 54 h (P < 0.05, P < 0.05). Total white blood cell and neutrophil counts were elevated through 6 h post-race (P < 0.001), with higher levels found in younger runners (P < 0.001). When considering all blood work, masters runners had a higher number of abnormal values at 6, 30 and 54 h post-race (P < 0.05, P < 0.01 and P < 0.05). In conclusion, masters runners demonstrated sustained CK-MB elevation, which may suggest greater cardiac stress. However, future studies using additional cardiac markers should be completed to confirm these findings. In addition, masters runners showed an increased number of laboratory values outside normal range, indicating the body’s reduced capacity to respond to marathon running. 相似文献
23.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献
24.
25.
26.
Robyn McCarthy Carolyn Blackburn Raja Mukherjee Kate Fleming Clare Allely Lauren Kirby Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services. 相似文献
27.
Lauren A. Delisio Diane Casale-Giannola Caitlyn A. Bukaty 《Journal of Research in Special Educational Needs》2023,23(2):136-146
Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback. 相似文献
28.
Anxiety is now recognized as one of the most common co-occurring conditions in youth diagnosed with autism spectrum disorder (ASD). Despite the prevalence of this comorbid condition, accurate assessment and diagnosis of anxiety in ASD has proven difficult. This paper will address the considerable research literature on assessing anxiety in youth with ASD, including difficulties related to assessment and differential diagnosis. In addition, this paper will describe relevant tools and methods for assessing anxiety in this complex population. 相似文献
29.
30.