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61.
62.
Elise Berber Scott McLean Vanessa Beanland Gemma J. M. Read Paul M. Salmon 《Journal of sports sciences》2020,38(11-12):1248-1258
ABSTRACT
Introduction
Talent identification and development programmes that retain and develop athletes are integral to the sporting success of National Governing Bodies in football. Currently, player attributes are studied in isolation without considering the complexity of interacting components of football performance. The current study applied a systems analysis framework to describe, in a structured and systematic way, the attributes for specific playing positions in football match-play. Methods: Eight high-level football coaches were interviewed. Models of the interacting attributes were developed for each position using Work Domain Analysis (WDA). Results: Six WDA models detail the attributes associated with each playing position. The models identified purposes of playing positions (restrict opposition actions, organise and coordinate, building up of offence, goal scoring and stretch opposition), performance-related measures and the functions required to achieve the playing position purposes (game play, psychological functions, time and space and player actions). Critically, the relationships between the purposes, measures, functions, processes, and objects are described in the models. 相似文献63.
64.
Scott McLean 《International Journal of Lifelong Education》2013,32(6):739-755
Part‐time students have accounted for a significant proportion of rising participation in higher education in many countries. The objectives of this paper are to enrich the empirical literature concerning the inclusion of part‐time adult learners in higher education, and to assess the two competing theoretical frameworks that have emerged to explain the international expansion of higher education in recent decades: human capital theory and social exclusion theory. Human capital theorists argue that increasingly complex demands of economies and workplaces have caused the expansion of educational provision. Theorists of social exclusion argue that increasingly intense competition among labour market participants has caused the inflation of educational credentials. This paper uses original, archival research to narrate the history of part‐time, degree‐credit study at McGill University in Canada. It finds that McGill provided a wide range of part‐time study opportunities in the 1920s and early 1930s, resisted the provision of such opportunities from the 1940s through the 1960s, and reinstated extensive part‐time study opportunities for adults in the 1970s. While both educational expansion and credential inflation took place at McGill neither human capital theory nor social exclusion theory can fully account for the rise, fall, and re‐birth of part‐time study for adults. To understand this evolution, more proximate causes, such as institutional politics and government funding models, must be explored. This paper raises important questions for future research, including those relating to gender and equity in the participation of part‐time students in higher education. 相似文献
65.
This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role
that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment,
inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks
at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access
and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues
to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and
non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history
teaching due to government attempts to impose a single “official” narrative of Rwanda’s history. Finally, teaching methods
remain largely teacher-centred, with little open debate and teaching of critical thinking skills. The article cautions that,
despite progress, some dimensions of Rwanda’s current education policy and practice may continue to exacerbate tensions. It
concludes by outlining some future priorities and urges the Rwandan government and its international development partners
to more rigorously assess the potential impact of education policies on fragile social relations, and to embrace opportunities
for education to play a more central role in peacebuilding in Rwanda. 相似文献
66.
As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their colleagues in Southeast Asia. We conducted a phenomenological study to gain insights into the experiences of Vietnamese faculty in their FD. Four themes emerged: faculty’s perceptions of faculty roles, FD activity participation, factors affecting their FD, and FD desires. To improve the quality of FD in Vietnam, we offered a number of recommendations for faculty members, policymakers at different levels, and further research. 相似文献
67.
To be useful to both human resources development professionals and human performance technology (HPT) practitioners, the process for developing validated employee selection instruments must also be user friendly. By following the procedures outlined in this study, user‐friendly pre‐employment tests can be developed that are also fair and content valid. HPT knowledge and support of these procedures will greatly increase the efficiency of the selection process and ensure that the organizational performers are selected according to standardized criteria. 相似文献
68.
69.
Since 2001, the issue of the low ratio of women faculty in universities has been prominent in Korea because of its negative
impact on female students and gender equality at the university level that has affected human resource development and utilization
at the national level. To address this issue, the Korean government developed and executed an education policy, the Policy
on Women Faculty Increase (PWFI) from 2004 to 2006. This paper investigated reactions to the PWFI and changes made as a result
of the policy in the conservative Korean higher education context. We found that although the PWFI has particularly contributed
to increasing the representativeness of women faculty in areas in which women faculty used to be rare, overall the PWFI has
not made significant improvements in most participating universities due to the lack of internal motives and drivers and effective
systems to support the policy. Recommendations for improvements in the policy are offered. 相似文献
70.
D A McLean 《Journal of sports sciences》1992,10(3):285-296
The aim of this study was to investigate the physical demands of international rugby union. Five games in the 1989-90 Five Nations Championship were analysed using video-recordings of live television transmissions. When the ball was in open play, the average running pace of players central to the action ranged from 5 to 8 m s-1. This together with scrum, lineout, ruck and maul was classified as high-intensity exercise. The density of work was measured by timing the work:rest ratios (W:RRs) throughout each game. The mean duration of the work periods was 19 s and the most frequent W:RRs were in the range of 1:1 to 1:1.9. On average, a scrum, lineout, ruck or maul occurred every 33 s. The ball was in play for an average of 29 min during a scheduled time of play of 80 min. To complement the time-motion analysis, blood samples were taken from six players throughout a first-class game. The highest measured blood lactate (BLa) concentrations for each individual ranged from 5.8 to 9.8 mM. Running speed, duration, BLa levels, physical confrontation and, most particularly, the density of work as illustrated by the W:RRs indicate that the game places greater demands on anaerobic glycolysis than previously reported. This has implications for the physical conditioning of rugby union players. 相似文献