全文获取类型
收费全文 | 611篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 468篇 |
科学研究 | 22篇 |
各国文化 | 7篇 |
体育 | 26篇 |
文化理论 | 3篇 |
信息传播 | 96篇 |
出版年
2021年 | 2篇 |
2020年 | 11篇 |
2019年 | 19篇 |
2018年 | 24篇 |
2017年 | 32篇 |
2016年 | 29篇 |
2015年 | 11篇 |
2014年 | 10篇 |
2013年 | 119篇 |
2012年 | 16篇 |
2011年 | 26篇 |
2010年 | 12篇 |
2009年 | 13篇 |
2008年 | 14篇 |
2007年 | 8篇 |
2006年 | 11篇 |
2005年 | 12篇 |
2004年 | 12篇 |
2003年 | 9篇 |
2002年 | 15篇 |
2001年 | 11篇 |
2000年 | 13篇 |
1999年 | 9篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 14篇 |
1995年 | 17篇 |
1994年 | 14篇 |
1993年 | 14篇 |
1992年 | 11篇 |
1991年 | 12篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 7篇 |
1979年 | 8篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1972年 | 3篇 |
1971年 | 2篇 |
1970年 | 3篇 |
1968年 | 3篇 |
1866年 | 2篇 |
排序方式: 共有622条查询结果,搜索用时 15 毫秒
591.
592.
Hazel K. Bell 《Learned Publishing》1995,8(4):246-247
593.
The non-motorized treadmill system initially reported by Lakomy in 1984 has been used extensively to assess sprinting performance. However, there has been limited research into the reliability of power output measurement using such systems. The aim of this study was to design a system and protocol capable of measuring treadmill sprinting performance in rugby players and to assess the reliability of this system for measuring power output. Twenty-seven rugby players, all of whom were familiar with treadmill sprinting, performed three maximal 6 s sprints with 2 min recovery between sprints, on two occasions 1 week apart. Both tests were performed on a non-motorized Woodway tramp treadmill, interfaced to a data acquisition system. There were no significant differences (P > 0.05) between power output for repeated trials on the same day (between trials) or for repeated trials on different days (between days). Limits of agreement for maximum average power (the average of 100 readings per second) were 4+/-98 and 30+/-157 W for between trials and between days, respectively. When reported as ratio limits of agreement, these were 1.07 (*/divided 1.12) and 1.03 (*/divided 1.16), respectively. The limits of agreement for maximum instantaneous power (the highest of 100 readings per second) were 51+/-464 and 105+/-588 W for between trials and between days, respectively. When reported as ratio limits of agreement, these were 1.02 (*/divided 1.20) and 1.04 (*/divided 1.21) for between trials and between days, respectively. The coefficients of variation for all measures of power output were less than 9.3%. Hence, the treadmill system and protocol developed in this study provide a reliable measure of power output for rugby players. 相似文献
594.
595.
596.
597.
Hazel K. Bell 《Learned Publishing》1991,4(4):207-214
Gives an account of the history of legal deposit in Britain, and describes the policies and operation of the present Copyright Libraries Agency. 相似文献
598.
599.
600.
AbstractInternationally there are increasing numbers of young people on the ASD spectrum attending higher education. Early transition planning is essential and students with ASD often require support to articulate their post-school educational goals and actively participate in transition planning meetings. Services within higher education are primarily designed to provide academic supports however, non-academic supports may be an even more crucial factor in enabling successful transitions for young people on the ASD spectrum who often experience heightened anxiety within an unfamiliar environment. Within this paper, the results of a small-scale exploratory study of the transition experiences of six young people on the ASD spectrum to post-secondary education will be shared. There was limited evidence that transition planning had been initiated as a formal process for the six students. Accessing support in higher education proved to be a complex process for some students who required sustained input from parents to ensure that they would utilise the supports available. Encouraging the development of self-determination skills, a key predictor of success in higher education, needs to begin in secondary school. It is anticipated insights from this study can contribute to the development of an embedded infrastructure to support effective transitions for students with ASD to post-secondary education. 相似文献