全文获取类型
收费全文 | 307篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 196篇 |
科学研究 | 35篇 |
体育 | 45篇 |
文化理论 | 13篇 |
信息传播 | 20篇 |
出版年
2024年 | 1篇 |
2022年 | 8篇 |
2021年 | 5篇 |
2020年 | 13篇 |
2019年 | 13篇 |
2018年 | 21篇 |
2017年 | 23篇 |
2016年 | 19篇 |
2015年 | 15篇 |
2014年 | 16篇 |
2013年 | 39篇 |
2012年 | 7篇 |
2011年 | 22篇 |
2010年 | 7篇 |
2009年 | 11篇 |
2008年 | 14篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2005年 | 8篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 6篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1994年 | 5篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1977年 | 3篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
排序方式: 共有309条查询结果,搜索用时 0 毫秒
81.
82.
83.
Recumbent bicycles (RB) are high performance, human-powered vehicles. In comparison to normal/upright bicycles (NB) the RB may allow individuals to reach higher speeds due to aerodynamic advantages. The purpose of this investigation was to compare the non-aerodynamic factors that may potentially influence the performance of the two bicycles. 3D body centre of mass (BCoM) trajectory, its symmetries, and the components of the total mechanical work necessary to sustain cycling were assessed through 3D kinematics and computer simulations. Data collected at 50, 70, 90 110 rpm during stationary cycling were used to drive musculoskeletal modelling simulation and estimate muscle-tendon length. Results demonstrated that BCoM trajectory, confined in a 15-mm side cube, changed its orientation, maintaining a similar pattern across all cadences in both bicycles. RB displayed a reduced additional mechanical external power (16.1 ± 9.7 W on RB vs. 20.3 ± 8.8 W on NB), a greater symmetry on the progression axis, and no differences in the internal mechanical power compared to NB. Simulated muscle activity revealed small significant differences for only selected muscles. On the RB, quadriceps and gluteus demonstrated greater shortening, while biceps femoris, iliacus, and psoas exhibited greater stretch; however, aerodynamics still remains the principal benefit. 相似文献
84.
Building on previous work on “regulatory objectivity,” the paper examines recent translational research and cancer genomics to explore the bundle of scientific and regulatory activities that generate and manage the platforms at the core of clinical trials, the “gold standard” of clinical research and evidence-based medicine. In particular, the paper explores the activities of a chain of mediators within a seamless regulatory web characterized by the interaction of endogenous and hybrid regulatory activities that are neither hierarchical nor linear. We contend that a full understanding of the dynamics of regulation in the biomedical domain ought to consider this chain of mediations; that their analysis necessitates understanding the content of the practices they regulate; and that in addition to examining the interactions between different regulatory modalities, we need to pay attention to their development insofar as regulation, far from being mere routine, leads to the emergence of novelty by coproducing the entities it regulates. These activities include not only setting out the conditions that must be respected in order to produce reliable test results, but also the conditions that define the relations (within a clinical context) between the different components of diagnosis as well as the consequences of such relations on clinical judgment. This is why we cannot treat organizational practices as distinct from the content of bio-clinical activities. 相似文献
85.
William W. Brickman Willy Strzelewicz William Taylor Joachim H. Knoll Mark Blaug Oskar Anweiler Andreas Fuchs Gilda L. de Romero Brest Alberto Aráoz Wolfgang Brezinka Enrique Oteiza W. F. Connell Robert J. Havighurst Daniel F. Wozniak Wolfgang Roth Karl Frey Alfons Otto Schorb 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(2):221-249
86.
Orlanda Tavares Cristina Sin Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(8):1293-1305
Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice. 相似文献
87.
Amaury Nora Alberto Cabrera Linda Serra Hagedorn Ernest Pascarella 《Research in higher education》1996,37(4):427-451
The results of the study indicated that institutional experiences, academic achievement, and environmental pull factors contributed the most to persistence decisions. Furthermore, analyses revealed that differences in the effects of these factors for different ethnic and gender groups were important in explaining persistence decisions. No precollege factors (educational aspirations, prior academic achievement, attitudes toward learning, and support and encouragement to attend college) were found to improve the overall fit of the models for any of the groups in the study. For minorities, the biggest detrimental effects on dropout behavior were derived from pull factors in the form of family responsibilities and working off-campus. No significant positive effects from informal and formal interactions with faculty, close personal relationships with peers, and academic experiences during their first year in college were found to negate the large negative influences from the pull factors. For females, the most significant positive effect on college persistence came from mentoring experiences in the form of nonclassroom interactions with faculty. 相似文献
88.
In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the implementation process higher education institutions (HEIs) have considerable degree of autonomy, assuming that the implementation of Bologna is a top–down linear policy implementation process does not account for the developments taking place, which produce implementation difficulties at several different levels. Constraints resulting from economic concerns at European and national levels may be an obstacle for the Bologna’s contribution to a social Europe. 相似文献
89.
Rubén?Alberto?Cervini?IturreEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(2-3):173-200
Using data from the 1998 High School National Census from the Ministry of Education and Culture of Argentina, the present study examines relationships between school composition, some characteristics of schooling (such as institutional culture and climate), and students’ achievement in Mathematics in the last year of high school. The study applies multilevel linear modeling on the levels of student, school and state. It finds a close relationship between achievement in Mathematics and the variables of school composition and schooling processes. It shows that when both variables act together, the effect of all other variables significantly decreases. The variables of schooling processes, however, even when diminished in influence, nonetheless notably continue to affect students’ achievements. The study also identifes a reference model for future studies evaluating other institutional factors of learning. 相似文献
90.