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81.
82.
Herman Sunil D'Souza Geraldine Menezes T. Venkatesh 《Indian journal of clinical biochemistry : IJCB》2003,18(2):154-160
Heavy metals are important toxicants known to exert adverse effects in humans and animals, given sufficient exposure and accumulation
in the body. This has a great concern both at personal and public health risk. Heavy metals are also known to interact with
the essential trace minerals at the level of absorption and also during the metabolism. The adverse effects of the absorbed
and accumulated heavy metals include neurological, reproductive, renal and hematological systems. Children are more sensitive
than adults to the effects of lead. Efforts are made to understand the mechanism of the interactions of heavy metals with
essential trace minerals at the level of absorption. With available sensitive and specific methodologies like Anodic Stripping
Voltammetry for the evaluation of the levels of toxic heavy metals such as lead, cadmium, mercury etc., better understanding
of heavy metal absorption is made possible.
Due to the poor nutritional standards, risk of heavy metal exposure is still a major concern in developing countries. Studies
carried out by the author have provided evidence towards the understanding of the prevailing mechanisms of metal-metal interaction
at the intestinal level. During growth and development the demand for the essential minerals being at higher level, differentiation
of various essential metals and heavy metals pose an inherent problem due to certain common properties shared by them. With
this approach to the problem of heavy metal toxicity, it is preventable not only with environmental intervention but also
by the nutritional management. 相似文献
83.
Herman T. Tavani 《Ethics and Information Technology》2002,4(1):37-54
The purpose of this essay is to determinewhat exactly is meant by the claimcomputer ethics is unique, a position thatwill henceforth be referred to as the CEIUthesis. A brief sketch of the CEIU debate is provided,and an empirical case involving a recentincident of cyberstalking is briefly consideredin order to illustrate some controversialpoints of contention in that debate. To gain aclearer understanding of what exactly isasserted in the various claims about theuniqueness of computer ethics, and to avoidmany of the confusions currently associatedwith the term ``unique', a precise definition ofthat term is proposed. We then differentiatetwo distinct and radically differentinterpretations of the CEIU thesis, based onarguments that can be found in the relevantcomputer ethics literature. The twointerpretations are critically analyzed andboth are shown to be inadequate in establishingthe CEIU thesis. We then examine and reject twoassumptions implicit in arguments advanced bothby CEIU advocates and their opponents. Inexposing and rejecting these assumptions, wesee why it is not necessary to accept theconclusions reached by either side in thisdebate. Finally, we defend the view thatcomputer ethics issues are both philosophicallyinteresting and deserving of our attention,regardless of whether those issues might alsohappen to be unique ethical issues. 相似文献
84.
Frederik Herman Ira Plein 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):268-284
AbstractThis article examines how and to what extent Luxembourg society was “exposed” to visual representations of the prospering steel industries and labour and working-class culture(s) from the 1880s until the 1920s – a period of massive industrialisation – and how it thus gradually “learned to labour”. Indeed, modern visual media were seen as ideal catalysts for the circulation, transmission, and production of meaning, since they were considered to be appealing, objective, direct, and capable of inspiring the imagination. The article takes the reader through various mundane moments and events of industrial enculturation (annual funfair, slide lecture, vocational school, etc.) and engages with different “technologies of display” (photographs, fair albums, postcards, scale models, etc.) that subtly calibrated, conveyed, and inculcated the new industrial reality “through the eye” and, in the process, (re)produced national identifications. By zooming in on these different “visual encounters” with industry and by bringing these isolated encounters together in one story, the article (re)constructs a “learning route” – one among many possible pathways through this huge dynamic field of learning resources (or, “cultural ecology”) – and thus suggests how (informal) “cultural learning” might have taken place at the time. While accompanying us on this journey, the reader gains insights into how this field of resources evolved and how the industrial present was (re)framed, visually performed, and (re)configured over time. 相似文献
85.
86.
Quietly, at least beyond the awareness of many psychologists, a relatively new technology based on school‐wide behavior management strategies has emerged in special education to answer the call to build healthy communities. The success of these strategies in changing the practices of school systems and creating positive school climates may offer insights for school psychologists interested in preventing mental disorders and promoting health on a broader scale. Spreading the influence of school‐wide behavior supports to ensure that all schools provide the nurturing environment needed to promote academic and life success for all children is an important and immediate goal. Beyond the school, the challenge will be to implement and evaluate the impact of positive behavior supports in other connected communities. The present article reviews the history and present state of school‐wide behavior supports and prevention research, limitations of current practice, and opportunities for integrating school‐wide programs with psychological science and practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 313–329, 2006. 相似文献
87.
Kindergartners, second, and fifth graders made repeated trips through a large- or small-scale model town, and then constructed from memory the layout of buildings in either a large- or small-scale space. Accuracy of construction increased as a function of developmental level and repeated trips through the town. Children's constructions were most accurate when they were tested in the same-scale environment as that in which they developed their spatial knowledge; accuracy was impaired significantly only when children were exposed to a small space and then reconstructed in a large space. Results were interpreted in terms of a "competence-load trade-off." 相似文献
88.
Characterized by thematic instructional programs and voluntary enrollment, magnet schools are often the result of a neighborhood schooling effort to increase racial integration and academic achievement. With the continued expansion of magnet schools, it is critical that stakeholders have a comprehensive research synthesis of their potential impact. This article reviews and aggregates findings from 18 studies that evaluate magnet schools’ influence on student outcomes. Emphasis is given to the results of lottery-based studies and those utilizing prior achievement and demographic controls. Though results across studies vary substantially, effects are generally positive, particularly for magnet secondary schools. 相似文献
89.
Hartwig Wittje Hans Scheuerl Harald Wagner Gottfried Hausmann Herman Lange Volker Lenhart Bettina Kobialka Philip G. Altbach Colin Titmus Harry N. Drier T. Neville Postlethwaite W. D. Halls Martin Carnoy Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222
90.
Herman Epstein 《Annals of dyslexia》1985,35(1):35-49
It is argued that what we call intelligent behavior is based to a great extent on our ability to analyze multimodal and crossmodal
information. Acquisition and utilization of those functions seem to appear and develop greatly during the 2–4 year period
in humans. Among the functions are those frequently affected in dyslexic persons. It might be possible to diagnose potential
dyslexics by testing for the adequacy of those functions at that early period. In addition, limitations on the number of concepts
that can be handled simultaneously may be involved in information processing in such a way as to affect both multimodality
and crossmodality; this limitation seems not to be generally taken in to account by educators, especially those working with
dyslexic persons. 相似文献