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31.
Jack Temple Kirby Dan Nimmo Raymond G. Smith Fred Fedler Rolf Myller William E. Francois 《Communication Booknotes Quarterly》2013,44(11):180-184
Jack Temple Kirby's Media-Made Dixie: The South in the American Imagination. (Baton Rouge, La.: Louisiana State University Press, 1978—$9.95) Dan Nimmo's Political Communication and Public Opinion in America (Santa Monica, Calif.: Goodyear Publishing Co., 1978—price not given, but available in hard and paper editions) Raymond G. Smith's The Message Measurement Inventory: A Profile for Communication Analysis (Bloomington, Ind.: Indiana University Press, 1978—$12.50) Fred Fedler's An Introduction to the Mass Media (New York: Harcourt, Brace Jovanovich, 1978—price not given, paper) Rolf Myller's Symbols and their Meaning (New York: Atheneum, 1978—$9.95) William E. Francois, Mass Media Law and Regulation (Columbus, Ohio: Grid, Inc., 1978—price not given) James Leigh and Claude R. Martin, Jr., Current Issues and Research in Advertising (Ann Arbor, Mich.: Graduate School of Business Administration, University of Michigan, 1978—$4.75, paper) Philip Ward Burton's Advertising Copywriting (Columbus, Ohio: Grid, 1978—$12.95) Postal and Allied Arenas–Research Task Specifications, Phase I: Arena Survey by John F. McLaughlin (October 1977, 39 pp., $10.90, paper, Working Paper W-77-9) The Communications Act Policy Toward Competition: A Failure to Communicate by G. Hamilton Loeb (October 1977, 95 pp., $23.40, paper, Publication P-77-3) Roland E. Wolseley's Careers in Religious Communications (Herald Press, Scottdale, Pa. 15683—$4.95, paper) Roland Barthes' Image-Music- Text (New York: Hill & Wang, 1977—$8.95) Jacques Barzun and Henry F. Graff's The Modern Researcher (New York: Harcourt Brace Jovanovich, 1977—$6.95 in paper, and also available in hardback) 相似文献
32.
Jack E. T. Wells Andrew C. S. Mitchell Laura H. Charalambous Iain M. Fletcher 《Journal of sports sciences》2018,36(16):1847-1851
Whilst previous research has highlighted significant relationships between golfers’ clubhead velocity (CHV) and their vertical jump height and maximum strength, these field-based protocols were unable to measure the actual vertical ground reaction force (vGRF) variables that may correlate to performance. The aim of this study was to investigate relationships between isometric mid-thigh pull (IMTP), countermovement jump (CMJ), squat jump (SJ) and drop jump (DJ) vGRF variables and CHV in highly skilled golfers. Twenty-seven male category 1 golfers performed IMTP, CMJ, SJ and DJ on a dual force platform. The vertical jumps were used to measure positive impulse during different stretch-shortening cycle velocities, with the IMTP assessing peak force (PF) and rate of force development (RFD). Clubhead velocity was measured using a TrackMan launch monitor at a golf driving range. Pearsons correlation coefficient analyses revealed significant relationships between peak CHV and CMJ positive impulse (r = 0.788, p < 0.001), SJ positive impulse (r = 0.692; p < 0.001), DJ positive impulse (r = 0.561, p < 0.01), PF (r = 0.482, p < 0.01), RFD from 0–150 ms (r = 0.343, p < 0.05) and RFD from 0–200 ms (r = 0.398, p < 0.05). The findings from this investigation indicate strong relationships between vertical ground reaction force variables and clubhead velocity. 相似文献
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Higher Education - Literature offers a theoretical framework exemplifying the inherent tensions between “becoming Chinese” and “remaining global” in the evolution of the... 相似文献
36.
Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
37.
Jack H. Wilmore Anne E. Atwater Bess D. Maxwell Dorothy L. Wilmore Stefan H. Constable Michael J. Buono 《Research quarterly for exercise and sport》2013,84(1):90-92
Tennis is an activity requiring both endurance and anaerobic components, which could have immunosuppressive effects postexercise. Purpose The purpose of this investigation was to determine the effect of a simulated tennis match on apoptotic and migratory markers on lymphocyte subsets. Method Male high school (n = 5) and college (n = 3) tennis players (M age = 18.9 ± 3.3 years) completed 10 sets of a tennis protocol including serves, forehand strokes, and backhand groundstrokes with 1-min rest periods between sets. Apoptosis antigen 1 receptor (CD95) and chemokine receptor fractalkine (CX3CR1) expression was analyzed on helper T lymphocytes (CD4+), cytotoxic T lymphocytes (CD8+), and B lymphocytes (CD19+) twice, at resting baseline and immediately after all 10 sets of the tennis protocol. Results An increase was observed in each lymphocyte subtype (p < .02, effect size = .41), and comparison of absolute changes revealed increases in CD4+/CD95+, CD8+/CD95+, and CD8+/CX3CR1 lymphocytes following the tennis protocol (p < .01, effect size = .43), but not in CD19+ cells. Conclusions A simulated tennis match has adequate intensity to induce immune modulations in terms of increased cell death and cellular migration in T lymphocyte subsets. Lymphocytopenia following tennis play is influenced by both apoptotic and migratory mechanisms. 相似文献
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Jack G. Shaheen 《广播与电子媒介杂志》2013,57(1):111-120
In the following article based on his dissertation, the author explores the major reasons for decline of one of the few repertory dramatic series tried in commercial broadcasting—and, to date, the last. Dr. Jack G. Shaheen is a member of the mass communications faculty at Southern Illinois University, Edwardsville campus. 相似文献
40.
Kimberly J. OMalley David J. Francis Barbara R. Foorman Jack M. Fletcher Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34
Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy. 相似文献