全文获取类型
收费全文 | 398篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 329篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 36篇 |
信息传播 | 32篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 14篇 |
2018年 | 23篇 |
2017年 | 25篇 |
2016年 | 22篇 |
2015年 | 12篇 |
2014年 | 14篇 |
2013年 | 89篇 |
2012年 | 11篇 |
2011年 | 8篇 |
2010年 | 12篇 |
2009年 | 17篇 |
2008年 | 5篇 |
2007年 | 13篇 |
2006年 | 12篇 |
2005年 | 10篇 |
2004年 | 5篇 |
2003年 | 8篇 |
2002年 | 6篇 |
2001年 | 6篇 |
2000年 | 8篇 |
1999年 | 3篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 6篇 |
1994年 | 2篇 |
1993年 | 8篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 6篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1974年 | 1篇 |
排序方式: 共有403条查询结果,搜索用时 31 毫秒
71.
Karyn Riddle Joanne Cantor Sahara Byrne Emily Moyer-Gusé 《Communication quarterly》2013,61(2):278-294
This article investigated children's fear responses to everyday exposure to the news in the absence of a recent crisis or major event. From March to May 2006, a survey was conducted of 218 kindergarten through 6th-grade children regarding their fright reactions to the news. Results showed that 35.3% of children reported being frightened by the news. Reporting on what frightened them in their own words, children most frequently mentioned natural disasters (24.7% of children frightened), followed by kidnappings (10.4% of children frightened), the Iraq War (7.8%), and burglaries (7.8%). A qualitative analysis suggests that some children have vivid memories of disturbing news content. The accessibility of television in children's households was not related to news exposure or fear. Implications for parental guidance and research methods are discussed. 相似文献
72.
The landscape of higher education is being transformed as challenges for greater efficiency, accountability, and economic viability challenge administrative and programmatic structures. Programmatic, administrative, and organizational realignment has emerged as one response to the challenge. This paper presents a case study which describes andragogical, philosophical, theoretical, and practical perspectives surrounding the restructuring and integration between Adult Education and Human Resource Development faculty of a large mid-western doctoral granting research institution, and the curricular development that resulted. Programmatic integration between compatible faculty units can result in efficient and effective design and delivery of curriculum that addresses the concerns of faculty, meets the changing needs of students, and responds to the demands of the changing landscape of higher education. In this case, realignment created an opportunity for the revitalization of faculty, programmes, and students. 相似文献
73.
Joanne DiFrancisco-Donoghue William G. Werner Peter C. Douris Hallie Zwibel 《运动与健康科学(英文)》2022,11(6):725
BackgroundEsports players, like traditional athletes, practice for long hours and, thus, are vulnerable to the negative health effects of prolonged sitting. There is a lack of research on the physical activity and the health ramifications of prolonged sitting by competitive players. The purpose of this study was to investigate activity levels, body mass index (BMI), and body composition in collegiate esports players as compared to age-matched controls.MethodsTwenty-four male collegiate esports players and non-esports players between 18 and 25 years of age signed a written consent to participate. Physical activity was examined using daily activity (step count) with a wrist-worn activity tracker. A questionnaire assessing physical activity was also administered. Secondary outcomes included body-fat percentage, lean-body mass, BMI, and bone mineral content measured using dual X-ray absorptiometry.ResultsThe step count in the esports players was significantly lower than the age-matched controls (6040.2 ± 3028.6 vs. 12843.8 ± 5661.1; p = 0.004). Esports players exhibited greater body-fat percentage (p = 0.05), less lean body mass (p = 0.003), and less bone mineral content (p = 0.03), despite no difference in BMI between the esports and non-esports players.ConclusionAs compared to non-esports players, collegiate esports players were significantly less active and had a higher body-fat percentage, with lower lean body mass and bone mineral content. The BMIs showed no difference between the 2 groups. Esports athletes displayed significantly less activity and poor body composition, which are all correlated with potential health issues and risk of injury. BMI did not capture this difference and should not be considered as an accurate measure of health in competitive esports players. 相似文献
74.
Michael J. Duncan Mike Smith Elizabeth Bryant Emma Eyre Kathryn Cook Joanne Hankey 《European Journal of Sport Science》2016,16(1):27-35
The aim of this study was to investigate if the effects of changes in physiological arousal on timing performance can be accurately predicted by the catastrophe model. Eighteen young adults (8 males, 10 females) volunteered to participate in the study following ethical approval. After familiarisation, coincidence anticipation was measured using the Bassin Anticipation Timer under four incremental exercise conditions: Increasing exercise intensity and low cognitive anxiety, increasing exercise intensity and high cognitive anxiety, decreasing exercise intensity and low cognitive anxiety and decreasing exercise intensity and high cognitive anxiety. Incremental exercise was performed on a treadmill at intensities of 30%, 50%, 70% and 90% heart rate reserve (HRR) respectively. Ratings of cognitive anxiety were taken at each intensity using the Mental Readiness Form 3 (MRF3) followed by performance of coincidence anticipation trials at speeds of 3 and 8 mph. Results indicated significant condition × intensity interactions for absolute error (AE; p = .0001) and MRF cognitive anxiety intensity scores (p = .05). Post hoc analysis indicated that there were no statistically significant differences in AE across exercise intensities in low–cognitive anxiety conditions. In high–cognitive anxiety conditions, timing performance AE was significantly poorer and cognitive anxiety higher at 90% HRR, compared to the other exercise intensities. There was no difference in timing responses at 90% HRR during competitive trials, irrespective of whether exercise intensity was increasing or decreasing. This study suggests that anticipation timing performance is negatively affected when physiological arousal and cognitive anxiety are high. 相似文献
75.
Joanne Dwyer 《Asia-Pacific Journal of Teacher Education》2007,35(1):89-103
There have been increasing expectations that all primary school students and teachers actively use information and communications technologies (ICT) in their learning. In order to achieve this it is important that appropriate environments are set up to support the varying needs and potential of the different groups within the school context. However, in case studies of primary schools undertaken as part of the study Enhancing Learning Using New Technologies, also known as the E.ffects Project, our research indicated that the ICT learning environments established within schools often favoured the later primary year levels over the early primary school years. This paper will present illustrative evidence of this inequity using data extracted from the E.ffects Project case studies. It also discusses observed differences in approaches between early primary school years and later primary programs from the perspective of early childhood philosophies that underpin the first years of school. 相似文献
76.
Joanne Elisabeth Edmondston Renato Schibeci 《International Journal of Science Education》2013,35(18):2451-2474
Despite rapid growth of the biotechnology industry worldwide, a number of public concerns about the application of biotechnology and its regulation remain. In response to these concerns, greater emphasis has been placed on promoting biotechnologists’ public engagement. As tertiary science degree programmes form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the profession, it has been proposed that formal science communication training be introduced at this early stage of career development. The aim of the present study was to examine the views of biotechnology students towards science communication and science communication training. Using an Australian biotechnology degree programme as a case study, 69 undergraduates from all three years of the programme were administered a questionnaire that asked them to rank the importance of 12 components of a biotechnology curriculum, including two science communication items. The results were compared to the responses of 274 students enrolled in other science programmes. Additional questions were provided to the second year biotechnology undergraduates and semi‐structured interviews were undertaken with 13 of these students to further examine their views of this area. The results of this study suggest that the biotechnology students surveyed do not value communication with non‐scientists nor science communication training. The implications of these findings for the reform of undergraduate biotechnology courses yet to integrate science communication training into their science curriculum are discussed. 相似文献
77.
78.
Joanne Haroutounian 《Roeper Review》2017,39(1):44-58
After decades of fluctuating presence in gifted education, the arts are surprisingly establishing themselves in academic classrooms, spurred by arts integration with science, technology, engineering, and mathematics (STEM) curricula or science, technology, engineering, art, and mathematics (STEAM). This renewed interest provides the opportunity to recognize the artistic process as an effective way to deepen and enlarge the scope of academic content. Teachers can readily identify potentially talented students in their classrooms who immerse themselves in arts activities. Students in every classroom, if provided with substantive arts integrated curricula, can learn to perceive with discrimination, metaperceptively mold creative interpretations, and communicate these performances/products expressively to others with insightful critiques. Artistic ways of knowing mirror the artistic process and provide the opportunity for every student in every classroom to think like an artist. 相似文献
79.
Joanne Cassar 《Sex education》2017,17(1):1-13
This paper presents findings from a study of students’ writings about the erotic. These occurred in the form of graffiti and were scrawled on toilet doors for female students attending a higher education institution in Malta. The study explores how the erotic was defined and perceived by students, and how they attempted to create alternative spaces to explore their erotic selves through their writing. Foucault’s notion of heterotopia, which refers to spaces enacted for the Other, informs the analysis. Heterotopias subvert the order of spaces and mirror other dominant sites that make up the social fabric. This framework considers the lavatories as heterotopias, through which students broke silences and taboos about the erotic by challenging perspectives concerning sexual relatedness and erotic fantasy. In the absence of sexuality education in the curriculum of the institution in which the study took place, the study suggests that students may have sought out and constructed new ways of learning. 相似文献
80.
Joanne Edmondston Vaille Dawson Renato Schibeci 《International Journal of Science and Mathematics Education》2010,8(6):1091-1108
Public concerns about biotechnology have resulted in greater attention being paid to the mechanisms by which biotechnology
is communicated with non-scientists, including the provision of science communication training. As undergraduate and postgraduate
courses form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the
profession, it has been proposed that formal science communication training be introduced at this early stage of career development.
Using an Australian biotechnology degree course as a case study, this paper examines science communication training within
this course and the views of past and present students towards this training. Interviews were undertaken with 22 stakeholders
in the case, including undergraduate lecturers (who also supervise postgraduate research students), doctoral candidates and
biotechnologists recently graduated from the course. Few of the students felt the course provided them with any form of science
communication training, let alone training in how to engage non-scientists. Many were unaware of the training available to
them and few of the lecturers were able to identify where communication skills are taught within the course. A previous study
of this case has also shown that biotechnology undergraduates taking this course do not value communication with non-scientists.
Clearly, the current state of science communication training for these students needs to be improved if they are to enter
the biotechnology workforce as able civic scientists. The findings of this study may be useful for other university biotechnology courses which have yet to integrate science
communication training into their curriculum. 相似文献