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441.
This paper presents a quick, easy to implement and versatile way of using stochastic simulations to investigate the power and design of using single nucleotide polymorphism (SNP) arrays for genome-wide association studies in farm animals. It illustrates the methodology by discussing a small example where 6 experimental designs are considered to analyse the same resource consisting of 6006 animals with pedigree and phenotypic records: (1) genotyping the 30 most widely used sires in the population and all of their progeny (515 animals in total), (2) genotyping the 100 most widely used sires in the population and all of their progeny (1102 animals in total), genotyping respectively (3) 515 and (4) 1102 animals selected randomly or genotyping respectively (5) 515 and (6) 1102 animals from the tails of the phenotypic distribution. Given the resource at hand, designs where the extreme animals are genotyped perform the best, followed by designs selecting animals at random. Designs where sires and their progeny are genotyped perform the worst, as even genotyping the 100 most widely used sires and their progeny is not as powerful of genotyping 515 extreme animals. 相似文献
442.
Before a breeder invests selection pressure on a trait of interest, it needs to be established whether that trait is actually heritable. Some traits may not have been measured widely in pedigreed populations, for example, a disease or deformity may become more prevalent than previously, but is still relatively rare. One approach to detect inheritance would be to screen a commercial population to obtain a sample of "affecteds" (the test group) and to also obtain a random control group. These indi- viduals are then genotyped with a set of genetic markers and the relationships between individuals within each group estimated. If the relatedness is higher in the test group than in the control group, this provides initial evidence for the trait being heritable. A power simulation shows that this approach is feasible with moderate resources. 相似文献
443.
Ken Reid 《Educational studies》2011,37(1):31-48
In 2009, the Welsh Assembly Government published its Report on the review of behaviour and attendance in schools in Wales. The National Behaviour and Attendance Review (NBAR) in Wales was chaired by the author of this paper. Both the Review and the Welsh Assembly Government’s response contained recommendations related to the training and professional development needs of staff in schools and local authorities (LAs). A paper on the professional development needs of staff on behaviour and attendance based on the NBAR recommendations is published in the same edition of this journal. This follow‐up paper focuses upon the Welsh Assembly Government’s response to these recommendations and its implementation plan on which the author acted as the professional adviser. The Welsh Assembly Government accepted with cross‐party support that the training and professional development needs of teachers and LA staff in behavioural management and school attendance had been neglected over many years. For the first time, coordinated new training and continuing professional development programmes on behavioural management and school attendance will be introduced in Wales soon. The next stage will be to evaluate the effectiveness of these programmes. 相似文献
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Alan W. Salmoni Ken Sidney Robin Michel Jim Hiser Kathy Langlotz 《Research quarterly for exercise and sport》2013,84(1):109-114
In this study, we used social cognitive career theory (Lent, Brown, &; Hackett, 1994) to examine the development of female athletes' career interest in coaching and, specifically, the impact of contextual factors (female coaching role models, working hours, and perceived discrimination) on coaching self-efficacy and outcome expectations. Participants were 205 predominantly White, heterosexual female student athletes. A path analysis indicated that role models and working hours predicted coaching self-efficacy, which predicted coaching outcome expectations. Additionally, coaching self-efficacy, coaching outcome expectations, and contextual factors predicted coaching interest. Practical implications are discussed as well as suggestions for further research in this relatively unexplored area. 相似文献
448.
In this study, we examined the utility of self-determination theory (Ryan & Deci, 2002) as a framework for understanding the antecedents of athlete burnout in elite New Zealand rugby union players (n=133). Perceptions of competence, autonomy, and relatedness (i.e. basic psychological needs) were hypothesized to be negatively related to burnout scores, while players classified as "high-burnouts" were predicted to report lower needs fulfilment than players with low burnout. Canonical correlation analysis indicated that relatedness was a low to moderate predictor of burnout, but players' competence and autonomy accounted for substantial portions of variance in two athlete burnout symptoms: reduced accomplishment and sport devaluation. The proportion of variance accounted for in the exhaustion dimension of athlete burnout was not substantive. Multivariate analysis of variance supported these results, as "high-burnout" players had lower competence and autonomy scores than athletes reporting low burnout symptoms. The two groups did not report significantly different relatedness scores. Implications of these results for researchers and practitioners are discussed. 相似文献
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The present study examined kindergarten to Year Two teachers' responses to concern about classroom misbehavior in terms of (a) support they access, (b) strategies they use, and (c) information they require to more effectively deal with misbehavior. The extent to which teachers' confidence in behavior management mediated the relationship between students' misbehavior and a, b, and c was also examined. Results indicated that concern about their students' misbehavior was negatively associated with teachers' confidence. Concern about misbehavior was positively associated with the use of school‐based support. Concern about misbehavior was positively associated with the use of non‐physical punishment and referral of the student to other school personnel. In relation to information needs, concern about students' misbehavior was most strongly associated with the need for specific information on how to deal with misbehavior and, to a lesser extent, associated with the need for positively‐focused and teacher‐focused information. Teachers' confidence mediated the relationship between misbehavior concerns and the tendency to refer the child to other school personnel. © 1999 John Wiley & Sons, Inc. 相似文献