全文获取类型
收费全文 | 2326篇 |
免费 | 52篇 |
专业分类
教育 | 1899篇 |
科学研究 | 47篇 |
各国文化 | 34篇 |
体育 | 71篇 |
综合类 | 2篇 |
文化理论 | 9篇 |
信息传播 | 316篇 |
出版年
2023年 | 14篇 |
2022年 | 22篇 |
2021年 | 38篇 |
2020年 | 69篇 |
2019年 | 85篇 |
2018年 | 122篇 |
2017年 | 125篇 |
2016年 | 115篇 |
2015年 | 69篇 |
2014年 | 99篇 |
2013年 | 551篇 |
2012年 | 69篇 |
2011年 | 61篇 |
2010年 | 57篇 |
2009年 | 62篇 |
2008年 | 64篇 |
2007年 | 58篇 |
2006年 | 69篇 |
2005年 | 58篇 |
2004年 | 62篇 |
2003年 | 26篇 |
2002年 | 37篇 |
2001年 | 26篇 |
2000年 | 18篇 |
1999年 | 32篇 |
1998年 | 25篇 |
1997年 | 25篇 |
1996年 | 39篇 |
1995年 | 20篇 |
1994年 | 27篇 |
1993年 | 17篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 16篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 13篇 |
1986年 | 10篇 |
1985年 | 15篇 |
1984年 | 11篇 |
1983年 | 7篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1979年 | 14篇 |
1978年 | 5篇 |
1977年 | 12篇 |
1976年 | 6篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 5篇 |
排序方式: 共有2378条查询结果,搜索用时 15 毫秒
991.
992.
Jennifer K. Lloyd Kristine M. Alpi Margaret A. Hoogland Priscilla L. Stephenson Elizabeth Meyer 《Journal of the Medical Library Association》2022,110(3):348
Objective:The study purpose was to understand how early months of the COVID-19 pandemic altered interlibrary loan (ILL) and document delivery (DD) in North American health science libraries (HSLs), specifically the decision-making and workflow adjustments associated with accessing their own collections and obtaining content not available via ILL.Methods:Researchers distributed an online 26-question survey through 24 health science library email lists from January 6-February 7, 2021. Respondents reported their library''s ILL and DD activities from March-August 2020, including ILL/DD usage and policies, collection access, decision-making, and workflow adjustments. In addition to calculating frequencies, cross-tabulation and statistical tests were performed to test a priori potential associations. Two researchers independently and thematically analyzed responses to the 2 open-ended questions and reached consensus on themes.Results:Hospital libraries represented 52% (n=226/431) of respondents, along with 42% academic (n=179) and 6% (n=26) multi-type or other special. Only 1% (n=5) closed completely with no remote services, but many, 45% (n=194), ceased ILL of print materials. More than half (n=246/423; 58%) agreed that ILL requests likely to be filled from print remained unfilled more than is typical. Open-ended questions yielded 5 themes on ILL/DD staffing, setup, and systems; 6 on impacts for libraries and library users.Conclusion:Lack of communication regarding collection availability and staffing resulted in delayed or unfilled requests. Hospital and academic libraries made similar decisions about continuing services but reported different experiences in areas such as purchasing digital content. Hybrid ILL/DD workflows may continue for managing these services. 相似文献
993.
Rhema Elizabeth Thomas Ajaikumar Sukumaran Arun Krishnan R Thushara Thomas Biby T Edwin P R Haritha Bilha M Varghese Jofy K Paul Satheesh Kumar C S D M Vasudevan 《Indian journal of clinical biochemistry : IJCB》2023,38(1):51
The vaccination efficacy can indirectly be assessed through the quantification of neutralizing antibodies. Very few data are available on Covishield efficacy in terms of neutralizing antibody expression upon vaccination. This study is focused on profiling of neutralizing antibody expression during and after the Covishield two shot vaccination and observing COVID-19 infection in vaccinated participants during the period. SARS CoV-2 neutralizing antibody concentrations in samples were estimated using electrochemiluminescence immunoassay kit for Lifotronics eCL8000. The sampling had been done sequentially at 45th, 85th day after 1st dose and 15th day after 2nd dose Covishield vaccination. Parallelly, in order to confirm the total SARS CoV-2 IgG response in COVID-19 infection, measured the IgG using SARS CoV-2 IgG lateral flow immunoassay test kit. The subjects previously infected with COVID-19 before 1st dose vaccination demonstrated high neutralizing antibody (> 10AU/ml). In COVID-19 uninfected subjects, there was a sudden incline in neutralizing antibody after the 2nd dose. Infection with SARS CoV-2 between 1st and 2nd dose of Covishield vaccination implicate that the level of neutralizing antibody in serum after 1st dose was not adequate to combat the virus and prevent infection. We observed COVID-19 infection in participants even after 2nd dose of vaccination. Interestingly, there was no protection against SARS CoV-2 even with a high neutralizing antibody expression of 188.5 AU/mL after the 2nd dose. Findings of Covishield efficacy in different cohort samples before and after 2 doses of Covishield vaccination provide impetus for improvement or development of next generation vaccines. 相似文献
994.
Jordan insists that teachers should be free to exercise their professionalism and that respect for difference is integral to that professionalism. For Connor, this implies teachers who can critically consider the discourses available to them as practitioners. The authors draw upon the philosophising of Gilles Deleuze to develop an account of teaching and learning as an autonomous creative process in which teachers contribute to rather than strictly control outcomes. This account of teaching as processual following resonates with Jordan's vision of equity for autistic or neuro‐atypical pupils and compassionate professionalism. It rests less easily with intensive behaviourist‐training programmes and educational cultures premised on the assumption that outcomes can, and should, be pre‐determined and precisely engineered. From a Deleuzian perspective, ethical practice is the interplay of conceptual, perceptual and affective knowledge, and it is suggested that intuitive practice involves a similar interplay along with numerous contextual considerations. A Deleuzian theory of simulation is initially outlined and accords with the emphasis placed by Jordan on reimagining an educational system in which all pupils are valued and supported to develop their varied talents and teachers are free to assess the suitability of particular methods for individual pupils. 相似文献
995.
Elizabeth Coates 《International Journal of Early Years Education》2017,25(2):218-220
996.
997.
Gregory E. Everett Honora S. Swift Elizabeth L. W. McKenney Jeremy D. Jewell 《Psychology in the schools》2016,53(9):971-983
The current study evaluated the effectiveness of individualized math‐to‐mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary‐aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific components that led to math skills gains in the most efficient manner possible. BEA results indicated that for two of three participants only a partial MTM intervention was necessary to prompt fluency gains, while the entire intervention was the most effective for the third. During extended analysis all three participants displayed math skills gains above those seen during repeated baseline assessments. Results are discussed in terms of further refining MTM through BEA procedures so as to individually target math skill deficits by considering both intervention effectiveness and efficiency. 相似文献
998.
Introduction 总被引:1,自引:0,他引:1
Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):141-142
999.
1000.
Patricia F. Vadasy Elizabeth A. Sanders Julia A. Peyton Joseph R. Jenkins 《Learning disabilities research & practice》2002,17(4):227-241
In this article we report data from a longitudinal study of one–to–one tutoring for students at risk for reading disabilities. Participants were at–risk students who received phonics–based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second–grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second–grade posttest compared to controls. Schools may have selected students who did not respond to first–grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties. 相似文献