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151.
152.
Comparison of anthropometry to dual energy X-ray absorptiometry: a new prediction equation for women
The purpose of this study was to assess the accuracy of three recommended anthropometric equations for women and then develop an updated prediction equation using dual energy x-ray absorptiometry (DXA). The percentage of body fat (%BF) by anthropometry was significantly correlated (r = .896-.929; p < .01) with DXA, but each equation underestimated %BF (3.2-5.6 %BF; p < .01). The following DXA criterion (DC) equation was created: %BF= -6.40665 + 0.41946(S3SF) - 0.00126(S3SF)2 + 0.12515(hip) + 0.06473 (age); (S3SF = sum of triceps, suprailiac, thigh; hip = circumference in cm; age = years). The predicted residual sum of squares (PRESS) R2 was high (0.86), and the PRESS standard error of estimate (SEE) was low (2.5 %BF) for our sample of 150 women. The DC equation was further crosschecked on a separate sample of women (n = 25) and again showed excellent agreement. The DC equation appears to be a more accurate estimation of %BF in women. 相似文献
153.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
154.
155.
Pamela Oberhuemer 《International Journal of Early Years Education》2015,23(3):303-312
Just over a decade ago, an OECD Starting Strong team reviewed the system of early childhood education and care (ECEC) in Germany. Regarding the staffing of early childhood provision and referring in particular to resistance at the political level to raise the formal qualification level of educators in alignment with European trends, the evaluative report noted in 2004 that the chosen approach may be overlooking the issue of the sustainability. The article explores key discourses and paradigmatic shifts which have shaped early years professionalisation initiatives and workforce developments since this time. One of the most notable changes has been a remarkable growth in the size of the workforce, which has almost doubled over the past eight years. What are the reasons for this fast-paced expansion, and can it be sustained? Have qualification requirements been lowered, and has the composition of the workforce changed? What are current challenges facing the sector? As ECEC provision develops across Europe, other countries face similar issues. Exploring how they are played out in one particular country context may help to stimulate critical analysis in others. 相似文献
156.
As primary school enrolment rates in Rwanda near ubiquity, completion rates remain low and repetition rates remain high. This study investigates the impact of the ‘hidden costs’ of schooling in the context of Rwanda’s fee-free education policy. Using a social-science case study, focus groups and interviews were undertaken with 200 participants, including local leaders, school administrators, children and caregivers. Findings suggest children continue to contend with a range of school-related costs that impact attendance, performance and completion. Examination fees, after-school coaching and ‘voluntary’ parent-teacher association dues were found to have serious consequences for children’s educational experience. Findings illustrate how these ‘hidden costs’ may be a key factor explaining why children do not complete their schooling once enrolled. A series of policy recommendations are offered and broader implications for children’s rights and Education For All are discussed. Further in-depth and comparative study is required. 相似文献
157.
Pamela A. Harvey Christopher Wall Stephen W. Luckey Stephen Langer Leslie A. Leinwand 《CBE life sciences education》2014,13(4):698-710
Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent the majority of students from participating in research. A need therefore exists for this important component in undergraduate education in both small and large university settings. A course was designed to provide students with the opportunity to engage in a research project in a classroom setting. Importantly, the course collaborates with a sponsor''s laboratory, producing a symbiotic relationship between the classroom and the laboratory and an evolving course curriculum. Students conduct a novel gene expression study, with their collective data being relevant to the ongoing research project in the sponsor''s lab. The success of this course was assessed based on the quality of the data produced by the students, student perception data, student learning gains, and on whether the course promoted interest in and preparation for careers in science. In this paper, we describe the strategies and outcomes of this course, which represents a model for efficiently providing research opportunities to undergraduates. 相似文献
158.
Anne T. Gilliland Pamela S. Bradigan 《Journal of the Medical Library Association》2014,102(2):114-117
Objective:
This paper presents the results of data gathered on copyright questions asked at an academic health sciences library.Methods:
Collected data include questioner''s status or discipline, the subject of the questions, the types of activities that the questioners were engaged in, the communication mode, and the length of time it took to answer the questions.Results:
Overall results showed most questions were about permissions. Staff asked the most questions, followed by faculty and students.Conclusions:
Copyright education is needed at universities, and further analysis of queries will determine the direction of the education. 相似文献159.
This paper presents an analysis of three presidential candidates, George H. W. Bush, Bill Clinton, and Ross Perot, who participated in the 1992 presidential debates. The relationships among the three candidates and between each candidate and the issues were examined using semantic network analysis. The results indicate a two-against-one strategy that was issue specific. The candidates teamed up in different pairs, depending on the topic at hand. The results also show the issues that the candidates emphasized most. Specifically, Clinton and Perot had more focused communication consistent with their respective campaign themes of domestic and financial concerns, while Bush did not emphasize any one particular theme. The implications of these differences are discussed, as are the theoretical and practical implications for debater tactics and the strategic use of language for emphasizing political platforms. 相似文献
160.