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排序方式: 共有173条查询结果,搜索用时 15 毫秒
91.
Dario Ianes Heidrun Demo Francesco Zambotti 《International Journal of Inclusive Education》2013,17(6):626-653
Italy is famous for having the highest percentage of students with disabilities attending ‘the school for all’ (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e.g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integration is managed day-to-day. This study has two aims: to ascertain the extent to which the Italian legislation on integration is applied in practice and to assess the effectiveness of integration in terms of reaching the learning and social development objectives for students with disabilities and the class as a whole. The article describes the data collected though an online questionnaire compiled by 3230 Italian school staff members, mostly teachers. First, it shows that the integration experience of most of the students with disabilities takes the form of partial participation in class activities. Reasons for it are hypothesised. Second, the teachers' level of satisfaction with the learning and social skills of both students with disabilities and the class is generally positive. A although by no means outstandingly so. 相似文献
92.
Carugo D Ankrett DN Glynne-Jones P Capretto L Boltryk RJ Zhang X Townsend PA Hill M 《Biomicrofluidics》2011,5(4):44108-4410815
Sonoporation is a useful biophysical mechanism for facilitating the transmembrane delivery of therapeutic agents from the extracellular to the intracellular milieu. Conventionally, sonoporation is carried out in the presence of ultrasound contrast agents, which are known to greatly enhance transient poration of biological cell membranes. However, in vivo contrast agents have been observed to induce capillary rupture and haemorrhage due to endothelial cell damage and to greatly increase the potential for cell lysis in vitro. Here, we demonstrate sonoporation of cardiac myoblasts in the absence of contrast agent (CA-free sonoporation) using a low-cost ultrasound-microfluidic device. Within this device an ultrasonic standing wave was generated, allowing control over the position of the cells and the strength of the acoustic radiation forces. Real-time single-cell analysis and retrospective post-sonication analysis of insonated cardiac myoblasts showed that CA-free sonoporation induced transmembrane transfer of fluorescent probes (CMFDA and FITC-dextran) and that different mechanisms potentially contribute to membrane poration in the presence of an ultrasonic wave. Additionally, to the best of our knowledge, we have shown for the first time that sonoporation induces increased cell cytotoxicity as a consequence of CA-free ultrasound-facilitated uptake of pharmaceutical agents (doxorubicin, luteolin, and apigenin). The US-microfluidic device designed here provides an in vitro alternative to expensive and controversial in vivo models used for early stage drug discovery, and drug delivery programs and toxicity measurements. 相似文献
93.
Affuso Gaetana Zannone Anna Esposito Concetta Pannone Maddalena Miranda Maria Concetta De Angelis Grazia Aquilar Serena Dragone Mirella Bacchini Dario 《European Journal of Psychology of Education - EJPE》2023,38(1):1-23
European Journal of Psychology of Education - This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the... 相似文献
94.
Educational technology research and development - Mathematical modeling describes how events, concepts, and systems of interest behave in the world using mathematical concepts. This research... 相似文献
95.
Manfred Novak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(4):101-111
Die Neuregelung der Studienbeitragspflicht durch die Novelle zum Universitätsgesetz 2002 aus 2008 und die aus dem Jahr 2009 stammende Änderung der Studienbeitragsverordnung 2004 wirft eine Reihe offener Rechtsfragen auf. Die auf eine Begünstigung gegenüber der bisherigen Rechtslage angelegten Regelungen lassen in mehrfacher Hinsicht die erforderliche Eindeutigkeit vermissen und entbehren in ihrem Zusammenspiel unter sich und mit anderen diesbezüglich belangvollen Regelungen einer entsprechenden Regelungsharmonie. Sie machen dadurch mitunter diffizile interpretative Erwägungen erforderlich. Diese Umstände erschweren die Anwendung und damit die praktische Umsetzung der vom Gesetzgeber intendierten finanziellen Erleichterung gegenüber den Studierenden. 相似文献
96.
Novak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(2):61-61
Auslandsstudien stellen keinen berücksichtigungswürdigen Verl?ngerungsgrund im Sinne von § 19 Abs 2 f StudFG dar. 相似文献
97.
Novak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(1):30-31
Der Wegfall einer Berufungsm?glichkeit, mangels entsprechender übergangsbestimmungen, beseitigt nicht den Anspruch auf bescheidf?rmige
Erledigung. Aus den Aufsichtregelungen des UG 2002 ist abzuleiten, dass der Bundesminister für Wissenschaft und Forschung
sachlich in Betracht kommende Oberbeh?rde gegenüber den Organen der Universit?t ist. 相似文献
98.
Novak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(1):30-30
Art 17a StGG schützt das künstlerische Schaffen, die Vermittlung von Kunst und die Lehre der Kunst. Es ist von einem offenen
Kunstbegriff auszugehen, der grunds?tzlich alles das umfasst, was sich objektiv als eine Erscheinungsform von Kunst darstellt.
Ungeachtet der Tatsache, dass die Freiheit der Kunst ohne Gesetzvorbehalt gew?hrleistet ist, bleibt auch ein Künstler in seinem
Schaffen an die allgemeinen Gesetze gebunden. 相似文献
99.
Michael Basin Pablo Rodriguez-Ramirez Antonella Ferrara Dario Calderon-Alvarez 《Journal of The Franklin Institute》2012,349(4):1350-1363
This paper addresses the optimal control problem for a linear system with respect to a Bolza–Meyer criterion with a non-quadratic non-integral term. The optimal solution is obtained as a sliding mode control, whereas the conventional linear feedback control fails to provide a causal solution. Performance of the obtained optimal controller is verified in the illustrative example against the conventional LQ regulator that is optimal for the quadratic Bolza–Meyer criterion. The simulation results confirm an advantage in favor of the designed sliding mode control. 相似文献
100.
The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom 总被引:2,自引:0,他引:2
Minjuan Wang Ruimin Shen Daniel Novak Xiaoyan Pan 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):673-695
Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices. Their system allows students to customise means of content-reception based on when and where they tune into the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. This article describes this system in detail, and also reports results from a formal implementation of the system in a blended English classroom of 1000 students (with about 800 being online). As the data reveal, m-learning activities can much better engage students in the learning process. Students in this class changed from passive learners to truly engaged learners who are behaviourally, intellectually and emotionally involved in their learning tasks. 相似文献