全文获取类型
收费全文 | 456篇 |
免费 | 6篇 |
专业分类
教育 | 365篇 |
科学研究 | 11篇 |
各国文化 | 3篇 |
体育 | 41篇 |
文化理论 | 4篇 |
信息传播 | 38篇 |
出版年
2023年 | 3篇 |
2021年 | 6篇 |
2020年 | 7篇 |
2019年 | 12篇 |
2018年 | 16篇 |
2017年 | 23篇 |
2016年 | 23篇 |
2015年 | 16篇 |
2014年 | 18篇 |
2013年 | 103篇 |
2012年 | 15篇 |
2011年 | 15篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 15篇 |
2007年 | 16篇 |
2006年 | 6篇 |
2005年 | 12篇 |
2004年 | 12篇 |
2003年 | 13篇 |
2002年 | 7篇 |
2001年 | 3篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 7篇 |
1995年 | 6篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 3篇 |
1983年 | 2篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1974年 | 2篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1961年 | 1篇 |
1960年 | 1篇 |
1958年 | 1篇 |
1956年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有462条查询结果,搜索用时 15 毫秒
251.
Hurricane Sandy Exposure Alters the Development of Neural Reactivity to Negative Stimuli in Children
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Ellen M. Kessel Brady D. Nelson Autumn Kujawa Greg Hajcak Roman Kotov Evelyn J. Bromet Gabrielle A. Carlson Daniel N. Klein 《Child development》2018,89(2):339-348
This study examined whether exposure to Hurricane Sandy‐related stressors altered children's brain response to emotional information. An average of 8 months (Mage = 9.19) before and 9 months after (Mage = 10.95) Hurricane Sandy, 77 children experiencing high (n = 37) and low (n = 40) levels of hurricane‐related stress exposure completed a task in which the late positive potential, a neural index of emotional reactivity, was measured in response to pleasant and unpleasant, compared to neutral, images. From pre‐ to post‐Hurricane Sandy, children with high stress exposure failed to show the same decrease in emotional reactivity to unpleasant versus neutral stimuli as those with low stress exposure. Results provide compelling evidence that exposure to natural disaster‐related stressors alters neural emotional reactivity to negatively valenced information. 相似文献
252.
253.
254.
Greg Murrie James Strick Russell Blackford Tamas Pataki John Forge Dennis Georgakis Andy Monk Richard McDonough Greg Wilby R. W. Home J. H. D. Amador Jean Lachapelle Anthony Corones Adrienne Hallam Emily Booth David Oldroyd James Franklin John Forge William A. S. Sarjeant Stewart Russell Vladimir B. Popescu Andrew Oakley Anthony Corones Roderick D. Buchanan David Branagan Tamara Kohn James Maffie 《Metascience》1997,6(2):71-171
255.
Greg Conderman 《Clearing house (Menasha, Wis.)》2017,90(2):60-64
Study guides are a popular tool teachers provide to help students prepare for an upcoming test or quiz. They are especially appropriate for middle school students as they transition from reading narrative to informational text. However, some teachers are unfamiliar with various types of study guides. Therefore, this article describes various types of study guides middle school teachers can develop to support student learning. 相似文献
256.
Lisa Gibbs Jane Nursey Janette Cook Greg Ireton Nathan Alkemade Michelle Roberts H. Colin Gallagher Richard Bryant Karen Block Robyn Molyneaux David Forbes 《Child development》2019,90(4):1402-1412
Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2–4 years after the disaster (n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential. 相似文献
257.
AbstractThe recovery from many injuries sustained in athletic training or competition often requires an extensive period of limb immobilisation (muscle disuse). Such periods induce skeletal muscle loss and consequent declines in metabolic health and functional capacity, particularly during the early stages (1–2 weeks) of muscle disuse. The extent of muscle loss during injury strongly influences the level and duration of rehabilitation required. Currently, however, efforts to intervene and attenuate muscle loss during the initial two weeks of injury are minimal. Mechanistically, muscle disuse atrophy is primarily attributed to a decline in basal muscle protein synthesis rate and the development of anabolic resistance to food intake. Dietary protein consumption is of critical importance for stimulating muscle protein synthesis rates throughout the day. Given that the injured athlete greatly reduces physical activity levels, maintaining muscle mass whilst simultaneously avoiding gains in fat mass can become challenging. Nevertheless, evidence suggests that maintaining or increasing daily protein intake by focusing upon the amount, type and timing of dietary protein ingestion throughout the day can restrict the loss of muscle mass and strength during recovery from injury. Moreover, neuromuscular electrical stimulation may be applied to evoke involuntary muscle contractions and support muscle mass maintenance in the injured athlete. Although more applied work is required to translate laboratory findings directly to the injured athlete, current recommendations for practitioners aiming to limit the loss of muscle mass and/or strength following injury in their athletes are outlined herein. 相似文献
258.
Greg Burnett 《Asia Pacific Education Review》2008,9(2):148-156
This article explores the issue of language policy analysis for elementary school teachers in the Oceania region, that is
Polynesian nations in the southern and eastern, Melanesian nations in the western and Micronesian nations in the northern
parts of the Pacific Ocean region. It is grounded in an understanding that education policy work of any kind is contested
and political but nevertheless an exercise that elementary school teachers need to engage in. The ideas examined in the article
are timely given recent ‘re-thinking’ language policy work across the region initiated in early 2005 by the Institute of Education
at the University of the South Pacific and the Pacific Regional Initiatives for the Delivery of [basic] Education (PRIDE),
in Fiji. This article draws on a template for education policy analysis that enables teachers in particular to ask critical
key questions around language policy context, text and consequences (Taylor et al., 1997). These questions offer teachers
a language for examining language and language policy issues that concern them in their everyday work and thus a possible
way of accessing and contributing to debates from which they are often excluded. 相似文献
259.
This article uses topological approaches to suggest that education is becoming-topological. Analyses presented in a recent double-issue of Theory, Culture & Society are used to demonstrate the utility of topology for education. In particular, the article explains education's topological character through examining the global convergence of education policy, testing and the discursive ranking of systems, schools and individuals in the promise of reforming education through the proliferation of regimes of testing at local and global levels that constitute a new form of governance through data. In this conceptualisation of global education policy changes in the form and nature of testing combine with it the emergence of global policy network to change the nature of the local (national, regional, school and classroom) forces that operate through the ‘system’. While these forces change, they work through a discursivity that produces disciplinary effects, but in a different way. This new–old disciplinarity, or ‘database effect’, is here represented through a topological approach because of its utility for conceiving education in an increasingly networked world. 相似文献
260.