全文获取类型
收费全文 | 78篇 |
免费 | 2篇 |
专业分类
教育 | 57篇 |
科学研究 | 10篇 |
各国文化 | 2篇 |
体育 | 4篇 |
文化理论 | 1篇 |
信息传播 | 6篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 3篇 |
2017年 | 4篇 |
2016年 | 4篇 |
2015年 | 2篇 |
2014年 | 4篇 |
2013年 | 11篇 |
2012年 | 1篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2008年 | 1篇 |
2007年 | 4篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1985年 | 1篇 |
1981年 | 1篇 |
1980年 | 6篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1969年 | 1篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1919年 | 3篇 |
1887年 | 2篇 |
排序方式: 共有80条查询结果,搜索用时 15 毫秒
31.
If he may not be called the Father of the University of Illinois, he was at least its elder brother, intimately acquainted with its aims, character, and history, the depository of traditions, the friend, counselor, guide, and trusted confident of its successive presidents and of its trustees… long may he live in these halls and on this campus, in memory, in spirit, in example, and in gratitude and honor of all good men. 相似文献
32.
Research in Higher Education - Increasing mature-age access to education and training in a way that is responsive to changing labour market needs is a key policy challenge. In this paper we examine... 相似文献
33.
A M Cain 《Bulletin of the Medical Library Association》1969,57(3):250-259
This paper describes the construction of a synonym thesaurus or entry vocabulary for the SUNY Biomedical Communication Network, which will permit the user greater ease of access to the MeSH-indexed material without previously consulting a printed list of indexing terms. In order to discover the actual terminology used by a researcher, words were extracted from titles of articles appearing in Index Medicus, and compared with the subject heading under which they appeared. As well as strict synonyms, grammatical variants were also included. Work is continuing on relating other indexing vocabularies, such as Excerpta Medica and Current Medical Terminology, used in the biomedical world to MeSH terms. 相似文献
34.
We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children’s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of the effect of inference making on comprehension) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley & Azevedo, 2007; Segers & Verhoeven, 2016; Ahmed et al., 2016). 相似文献
35.
Ryan S. McGinnis Stephen M. Cain Steven P. Davidson Rachel V. Vitali Noel C. Perkins Scott G. McLean 《Sports Engineering》2016,19(1):21-34
We present a method for quantifying sacral kinematics during countermovement jumping (CMJ) using an inertial measurement unit (IMU). The IMU-derived sacral kinematic trajectories reproduced motion capture acceleration, velocity, and displacement to within mean (standard deviation) differences of 0.024 (0.088) m/s2, 0.023 (0.026) m/s, and 0.003 (0.032) m, respectively, across 252 jumps performed by 14 subjects. The method also quantified differences in maximum sacral displacement to within 1 % and differences in maximum propulsive velocity to within 0.7 % of motion capture estimates. This builds upon existing IMU-based methods for quantifying jump performance, which do not provide sacral kinematic trajectories. The utility of this method is demonstrated by its ability to discriminate jump performance metrics across a diverse subject population. In particular, we found that 21 participants adopted multiple strategies to maximize jump height in unloaded and loaded fresh conditions, but converged to a common strategy when jumping fatigued and under load. Changes in kinematic parameters were evident across conditions, and several changes were significantly associated with changes in jump performance (i.e., height). These parameters include changes in the depth of the countermovement, duration of the propulsive phase and maximum propulsive velocity. Collectively, these results point toward the future use of this method in naturalistic environments and for multiple objectives including biomechanical performance assessment and tracking, fatigue assessment, and jump training. 相似文献
36.
A 3-group reading-level design was used to investigate phonological analysis, verbal working memory, and pseudoword reading performance in less skilled fourth-grade readers. Children were given phonological oddity tasks assessing their sensitivity to subsyllabic and phonemic units, together with standardized tests of verbal working memory and pseudoword reading. Less skilled fourth-grade readers performed lower than both chronological age and reading-level controls on the phonological oddity and pseudoword reading tests. Less skilled fourth-grade readers performed at the same level as skilled second-grade readers on a test of verbal working memory. Skilled fourth-grade readers scored higher than both other groups on this test. Correlational analyses were consistent with the view that phonological analysis skills contribute more strongly than verbal working memory skills to children's decoding abilities. 相似文献
37.
38.
39.
40.
Tim Cain 《Curriculum Journal》2013,24(3):488-509
Despite the increased interest in research impact, there is very little empirical evidence that educational research can inform practice directly, and furthermore, a body of literature which suggests that this is, in principle, impossible. This paper reports on a study in which secondary school teachers were given research findings about teaching gifted and talented students, and were supported, over a 12-month period, to incorporate findings into action research projects of their own devising. A theoretical framework from the research literature was used to investigate the process by which knowledge generated from research, was transformed into teachers’ pedagogical knowledge, thereby influencing the curriculum, pedagogy and provision for these students. Evidence suggests that teachers transformed propositional knowledge into practical knowledge by developing their conceptual understandings; they transformed abstract, impersonal knowledge into context-specific, personal knowledge by using cases from their previous experiences, and they transformed narrowly focused knowledge into broadly focused knowledge by imaginatively diffusing it into areas beyond those in the original research. Implications for research and practice are discussed. 相似文献