全文获取类型
收费全文 | 89篇 |
免费 | 1篇 |
国内免费 | 2篇 |
专业分类
教育 | 64篇 |
科学研究 | 12篇 |
各国文化 | 2篇 |
体育 | 8篇 |
文化理论 | 2篇 |
信息传播 | 4篇 |
出版年
2024年 | 1篇 |
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 7篇 |
2017年 | 3篇 |
2016年 | 7篇 |
2015年 | 1篇 |
2014年 | 5篇 |
2013年 | 16篇 |
2012年 | 5篇 |
2011年 | 6篇 |
2010年 | 3篇 |
2009年 | 7篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1998年 | 1篇 |
1994年 | 1篇 |
1990年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1979年 | 1篇 |
排序方式: 共有92条查询结果,搜索用时 15 毫秒
31.
32.
Pawe? Olczyk Katarzyna Komosińska-Vassev Katarzyna Winsz-Szczotka Ewa M. Ko?ma Grzegorz Wisowski Jerzy Stojko Katarzyna Klimek Krystyna Olczyk 《Journal of Zhejiang University. Science. B》2012,13(11):932-941
Objective
This study was aimed at assessing the dynamics of vitronectin (VN), laminin (LN), and heparan sulfate/heparin (HS/HP) content changes during experimental burn healing.Methods
VN, LN, and HS/HP were isolated and purified from normal and injured skin of domestic pigs, on the 3rd, 5th, 10th, 15th, and 21st days following thermal damage. The wounds were treated with apitherapeutic agent (propolis), silver sulfadiazine (SSD), physiological salt solution, and propolis vehicle. VN and LN were quantified using an immunoenzymatic assay and HS/HP was estimated by densitometric analysis.Results
Propolis treatment stimulated significant increases in VN, LN, and HS/HP contents during the initial phase of study, followed by a reduction in the estimated extracellular matrix molecules. Similar patterns, although less extreme, were observed after treatment with SSD.Conclusions
The beneficial effects of propolis on experimental wounds make it a potential apitherapeutic agent in topical burn management. 相似文献33.
This paper presents a nonlinear dynamic model for simulation and analysis of a kind of parametrically excited vibration of
stay cable caused by support motion in cable-stayed bridges. The sag, inclination angle of the stay cable are considered in
the model, based on which, the oscillation mechanism and dynamic response characteristics of this kind of vibration are analyzed
through numerical, calculation. It is noted that parametrically excited oscillation of a stay cable with certain, sag, inclination
angle and initial static tension force may occur in cable-stayed bridges due to deck vibration under the condition that the
natural frequency of a cable approaches to about half of the, first model frequency of the bridge deck system. A new vibration
control system installed on the cable anchorage is proposed as a possible damping system to suppress, the cable parametric
oscillation. The numerical calculation results showed that with the use of this damping system, the cable oscillation due
to the vibration of the deck and/or towers will be considerably reduced.
Project supported by National Natural Science Foundation of China (No. 59978044) 相似文献
34.
Teachers in China are regarded as vulnerable to sociopolitical changes. This paper, however, focuses on the resilience and innovativeness of state‐selected expert teachers – the recipients of the Special Rank Teacher (SRT) award. This award was the product of a transitional period in the aftermath of the Cultural Revolution, and was an act of rehabilitation for the teaching profession. Using a biographical approach, this paper analyses how the intentions of the award were reflected in the choice of recipients. It contributes to a deeper understanding of teachers in China and the notion of teaching excellence that the state‐recognised teachers exemplify. 相似文献
35.
The education for sustainable development movement in Japan: a political perspective 总被引:2,自引:2,他引:0
The Japanese government provided various political opportunities for non‐governmental groups and individuals in Japan to ‘jointly propose’ policy on education and sustainable development at the World Summit on Sustainable Development, Johannesburg, 2002. These opportunities resulted in the emergence of the Japanese education for sustainable development (ESD) movement, and the crystallisation of a broader proposal that led to the initiation of the UN Decade of ESD (2005–2014). In this paper, we trace the history of these two outcomes, arguing that the opportunities, developed through the coordination of non‐governmental groups by government, took place within, rather than broadened or confronted, the government’s scope of interests. While the paper illustrates how the government’s continued support was crucial to the development of the ESD movement and the UN Decade, and the movement has met with considerable achievements thus far (via its collective challenges to conventional education in a sustainability context in Japan), we argue that recognition of the political opportunity structures that affect the movement’s further development remains crucial. In particular, we argue for close attention to the significance of a corporatist framing of this emerging civil society movement in Japan by the national government, and call for further political and historical analysis of ESD movements and their relations with government, around the world. 相似文献
36.
37.
38.
Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success 下载免费PDF全文
Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018 相似文献
39.
40.
Min Liu Yujung Ko Amanda Willmann Cynda Fickert 《Journal of Research on Technology in Education》2018,50(1):48-69
This study examined 342 teachers' views of professional development (PD) provided by a large school district to support its iPad initiative. We were interested in investigating teachers' perceptions of this district-provided PD, any change in teachers' views, and how they used iPads in their instruction while/after receiving PD. The findings, using a mixed-methods design, showed although teachers held overall positive views regarding PD, their perceptions did not change over the 1-year implementation. Rather, certain teacher characteristics such as teachers' beliefs, technology self-efficacy, and school levels influenced their views. This study also provided an in-depth analysis of teachers' use of iPad to support their instruction. Findings revealed teachers used the iPad for a variety of purposes. From mid-year to end-year, there was a decrease in using iPads for class management and basic uses, but an increase in using the iPad to create instructional materials by the teachers and creating artifacts by their students. Such findings suggested a connection between the PD teachers received and their practices, indicating a shift to more interactive uses during the second half of the year. The findings highlighted the importance of providing situated PD and considering teacher characteristics when designing PD. (Keywords: professional development, mobile teaching and learning, iPad use, K–12 education, large suburban schools, technology integration) 相似文献