全文获取类型
收费全文 | 221篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 161篇 |
科学研究 | 41篇 |
各国文化 | 1篇 |
体育 | 10篇 |
文化理论 | 6篇 |
信息传播 | 4篇 |
出版年
2022年 | 2篇 |
2021年 | 6篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 2篇 |
2016年 | 4篇 |
2015年 | 3篇 |
2014年 | 8篇 |
2013年 | 48篇 |
2012年 | 6篇 |
2010年 | 3篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 9篇 |
2006年 | 6篇 |
2005年 | 2篇 |
2003年 | 2篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1994年 | 3篇 |
1992年 | 3篇 |
1989年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 8篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1973年 | 1篇 |
1967年 | 2篇 |
1966年 | 3篇 |
1965年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1961年 | 1篇 |
1959年 | 1篇 |
1943年 | 1篇 |
1833年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有223条查询结果,搜索用时 15 毫秒
81.
82.
The thyroid hormone profile of a hypothyroid patient, with moderate sized diffuse goiter and history of exogenous thyroid
hormone therapy, was found to be highly ambiguous. The total as well as free T4 levels were consistently high (out of range)
with suppressed T3 (total and free) and elevated thyrotropin levels. We incubated the serum with the radio-iodine labelled
T4 and observed that the patient’s serum bound about 50.5% of the total radioactivity resulting in 85.3% interference in the
radioimmunoassay. On resolving the serum proteins by cellulose acetate electrophoresis, the radioactivity was detected in
the gamma globulin band. The protein profile showed mildly raised levels of IgG. Therefore it was established that the patient’s
serum carried T4 reactive antibodies (IgG) which were interfering in the immunoassays. Elevated anti-thyroid microsomal antibodies
were also present in the patient’s serum. The anti-T4 antibodies were highly specific for T4 and did not show any cross reactivity
with the T3 or its analogues used in the estimation of free T3. We stripped the serum by precipitating the immunoglobulins
and were successful in estimating the levels of free T4 in the stripped serum by single step radioimmunoassy. 相似文献
83.
84.
85.
86.
87.
Previous research (Kiewra & Creswell, Educational Psychology Review 12(1):135–161, 2000; Patterson-Hazley & Kiewra, Educational Psychology Review 25(1):19–45, 2013) has investigated the characteristics and work habits of highly productive educational psychologists. These investigations have focused exclusively on American scholars who were trained and employed at various universities and have ignored international scholars and scholars with a shared academic lineage. The present study sought to fill these gaps by investigating, through qualitative methods, how a cohort of four German educational psychologists (Heinz Mandl, Alexander Renkl, Hans Gruber, and Frank Fischer) with a shared academic background became productive scholars. Interview responses suggested that the German scholars’ shared experiences during the early years of their careers shaped their career paths and productivity. Additionally, interviews with each scholar revealed several commonalities (i.e., long and focused research career, trademark characteristic, scholarly influencers, effective time-management practices, and research-management strategies) between this contingent of productive German scholars and their productive American counterparts. Finally, the present study also identified several differences (e.g., educational training, funding opportunities, sabbaticals, administrative responsibilities, and research traditions) between the American and German research environments that influence productivity. Practical implications from this investigation include advice for emerging scholars. 相似文献
88.
89.
Today’s traditional-aged college students are avid users of mobile technology. Commonly referred to as the Net Generation, today’s college students spend several hours each day using their smart phones, iPads, and laptops. Although some scholars initially opined that the Net Generation would grow into technologically savvy digital natives who would leverage their unprecedented access to technology for professional and academic betterment, contemporary research has rejected the digital native myth. Instead, college students frequently use mobile technology for off-task purposes while attending classroom lectures or doing schoolwork outside of class—a phenomenon known as cyber-slacking. This article provides college educators with an overview of the frequency and consequences of cyber-slacking inside and outside the classroom and seven instructional implications for curbing cyber-slacking. Proposed strategies for curbing cyber-slacking include rejecting the digital native myth, adopting and enforcing technology policies, consciousness raising, motivating students to relinquish their devices, incorporating active learning in the classroom, using mobile technology as a teaching tool, teaching students to be self-regulated learners, and motivating students to delay gratification from their mobile devices. 相似文献
90.