全文获取类型
收费全文 | 107篇 |
免费 | 3篇 |
专业分类
教育 | 80篇 |
科学研究 | 4篇 |
体育 | 11篇 |
文化理论 | 7篇 |
信息传播 | 8篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 4篇 |
2020年 | 3篇 |
2019年 | 9篇 |
2018年 | 3篇 |
2017年 | 8篇 |
2016年 | 7篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 27篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2008年 | 4篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 5篇 |
2001年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1971年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有110条查询结果,搜索用时 0 毫秒
71.
Ida Oswald Susanne Wilson Thomas R. Giblin Charles Boeckman Donald R. Gordon Jess Ritter 《Communication Booknotes Quarterly》2013,44(11):6-7
Ida Oswald and Susanne Wilson, This Bag Is Not A Toy: A Handbook for The Use of Videorecording in Education For the Professions (New York: Council on Social Work Education, 1972 – (price not known), paper. Thomas R. Giblin (ed.) Popular Media and the Teaching of English (Pacific Palisades, Calif.: Goodyear Publishing Co., 1972 – $3.95, paper) Charles Boeckman's And the Beat Goes On: A Survey of Pop Music in America (Washington: Luce, with distribution by David McKay of New York, 1972 – $5.95) Donald R. Gordon's The New Literacy (Toronto: University of Toronto Press, 1971 – $10.00/2.75/10.00 (hard, paper, microfiche editions) Jess Ritter and Grover Lewis (eds.) Focus/Media (San Francisco: Chandler, 1972 – $5.00, paper) Otto Lerbringer (of Boston University's School of Public Communication), Designs for Persuasive Communication (Englewood Cliffs, N.J.: Prentice-Hall, 1972 – $8.95/4.95) 相似文献
72.
73.
74.
Yasuharu Nagano Hirofumi Ida Masami Akai Toru Fukubayashi 《Journal of sports sciences》2013,31(14):1525-1534
Abstract Female athletes are considered to exhibit knee and trunk motion that is characteristic of anterior cruciate ligament (ACL) injury. The aim of this study was to examine the in vivo motion of the trunk and knee during a cutting manoeuvre and determine the relationship between them. All participants (10 male and 10 female college athletes) performed a shuttle run cutting task with the left limb. Trunk inclination (forward and lateral) and knee joint angles (flexion/extension, abduction/adduction, and internal/external tibial rotation) were calculated. Differences between the sexes and associations between knee motion and trunk inclination were examined. An increase in trunk forward inclination was strongly correlated with an increase in knee flexion angle and moderately correlated with a decrease in the excursion of internal tibial rotation. An increase in right trunk lateral inclination was moderately correlated with an increase in excursion of internal tibial rotation. The results also showed differences between the sexes in trunk forward inclination, lateral inclination, and knee flexion angle, but no such differences in knee abduction or internal tibial rotation. Trunk inclination is related to knee flexion and excursion of internal tibial rotation. Female athletes demonstrate a low trunk forward inclination and knee flexion angle, a posture that resembles that of ACL injury. 相似文献
75.
Analysis of data from six years of the British Household Panel Survey (1998–2003) has been used to look at variances in take‐up of part time learning opportunities by adults over time in the UK and, separately, by its four constituent nations. The paper provides a useful backdrop of ‘facts and figures’ on patterns of take‐up in part time education and training over the first six years of Labour Governments. Whilst the home‐international comparisons show differences in terms of general levels of participation they show similar patterns of participation along gender and class lines. Apart from evidencing a steep upturn in the take‐up of home‐based learning amongst women, a persistent finding was how little had changed over this six year period in terms of removing barriers that position some as disadvantaged and others as advantaged. 相似文献
76.
Judith Anne Mckenzie Catriona Ida Macleod 《International Journal of Inclusive Education》2013,17(10):1083-1098
In this study, we adopt the concepts of Michel Foucault on the medical gaze and Nikolas Rose on psychological expertise to differentiate between two forms of expertise evident in the education of intellectually disabled children. We draw on a discourse analytic study carried out in South Africa on intellectual disability in relation to educational practice to examine the operation of a medico-psychological gaze that calls for disability expertise in the management of disability. We conclude our discussion by noting that the dichotomy between impairment and disability that is proposed in the social model of disability does little to destabilise the power of the medico-psychological gaze since impairment is conceded to biomedical knowledge as an object of positive knowledge. This tacit acceptance of the medical authority gives sanction to disability expertise that operates in diffuse ways to regulate the educational experience of learners with intellectual disability. The implications of this conception for inclusive education are briefly explored, and further areas for research are suggested. 相似文献
77.
Jeltova I Birney D Fredine N Jarvin L Sternberg RJ Grigorenko EL 《Journal of learning disabilities》2011,44(4):381-395
This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse. 相似文献
78.
Ida Drange 《Journal of Education & Work》2016,29(4):402-426
This article compares outcomes in the Norwegian labour market for non-Western immigrants and majority colleagues with professional or master’s degrees within three different fields of study: health science, social science and natural science. Professions have a higher degree of occupational closure, which may entail that non-Western immigrants with relevant educations achieve economic parity with the majority. Comparing employment rates and income equality among professionals and others with a master’s degree tests whether the professions in each field yield more egalitarian outcomes. The fields are analysed separately and the results show that a professional degree in natural science or social science has no equalising effect. Education leading to a health profession provides immigrants with a ‘labour market shelter’. 相似文献
79.
In terms of the University of Edinburgh, there are lessons for us from our data, plus some insights from recent surveys and interviews we have conducted with various groups around the university. New students’ reporting of apprehensiveness with respect to use of ICT in their studies has been falling over the years, but now appears to be reaching a stable baseline, perhaps reflecting a group in our population with general apprehensiveness about university life and studies. The steadily rising temale:male ratio in our undergraduate population will tend to exacerbate this issue. One approach which we could take would he to give more information to prospective students about the extent and types of use of ICT in their courses, and to focus in on this topic in the early days and weeks of the first term. Another approach is to provide more explicit guidance to students about the sorts and levels of skills we expect graduates to achieve. We know that students leaving the university for professions such as teaching, medicine and law are more confident about the match between their future employers’ needs than are other students, probably because the courses leading to professional qualifications are more explicit than are more “academic” subjects. Provision of materials to enable students to self-assess their skills against objective tasks might enable men and women to become more accurate in their self-reporting of skills. The formal demonstration (even to oneself) of one’s ICT skills may be more of a support to the technological confidence of women than of men. Although the point applies equally to any students who are anxious about their skills in this domain: self assessment is more important to those low in confidence than to those high in confidence. An example of such objective testing can be found in the European Computer Driving Licence (www.ecdl.org). At present, the university favours integration of ICT skills development into academic studies, which although good for encouraging engagement by its relevance, may well make wider and generic self-assessment more difficult. 相似文献
80.