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81.
T. Angeline Rita Mary Aruna K. Ramadevi G. Mohan Nirmala Jeyaraj 《Indian journal of clinical biochemistry : IJCB》2005,20(1):18-20
Myocardial infarction is a major consequence of coronary artery disease. Apart from the traditional risk factors of myocardial
infarction, recently many reports have suggested that hyperhomocysteinemia plays important role in myocardial infarction.
Plasma homocysteine level was determined in 60 myocardial infarction patients and in 35 age matched healthy individuals. Statistically
significant differences (p<0.01) were observed in the mean of plasma homocysteine concentrations between the acute myocardial
infarction patients (24.59±6.14 mM/L) and in normal healthy individuals (13.73 ±3.54 mM/L). The level of homocysteine in myocardial
infarction patients is significantly high (p <0.01) among myocardial infarction patients when compared to that of the controls.
The the present study indicates a strong association between plasma homocysteine and acute myocardial infarction among Tamilians,
thus implying plasma homocysteine as a possible risk factor for myocardial infarction. 相似文献
82.
Rita Jordan 《British Journal of Special Education》2008,35(1):11-15
Rita Jordan, Professor in Autism Studies at the School of Education, University of Birmingham, gave last year's Gulliford Lecture at the University of Birmingham on 4 October 2007. This article is based upon that lecture. In it, Professor Jordan discusses the role of education in the lives of people with autistic spectrum disorders. She traces the growth in our knowledge about autistic spectrum disorders and the development of a variety of ways of responding to autism, from the highly specialised, and frequently strictly segregated, to the explicitly inclusive. She uses her analysis to draw distinctions between 'therapeutic' models of education and education as 'entitlement'– and identifies problems with either paradigm. Professor Jordan closes her article by setting out her vision for a future in which there is greater flexibility and diversity and in which specialisation has a key role to play in making inclusion a working reality. The challenge of teaching pupils with autistic spectrum disorders will, argues Professor Jordan, help us all to imagine a truly inclusive model for education in which equity is achieved by treating all learners differently. 相似文献
83.
The role of context in learning and instructional design 总被引:4,自引:0,他引:4
Martin Tessmer Rita C. Richey 《Educational technology research and development : ETR & D》1997,45(2):85-115
Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic. 相似文献
84.
Rita Chi-Ying Chung Fred Bemak Regine M. Talleyrand 《International journal for the advancement of counseling》2007,29(1):21-32
Although the concept of mentoring is receiving increasing attention in the counseling field, the intersection between multiculturalism
and mentoring has not been formally addressed. This article explores mentoring relationships between faculty and students
within counselor education from a multicultural perspective. Semi-structured interviews were used to explore African American,
Asian American and Latina/o American counselor education graduate students’ perspectives on mentoring. Three similar themes
(trust/comfort/honesty; respect; and teacher/student/guide) emerged for all three racial/ethnic groups as important key elements
in the mentoring relationship, but with some distinctive culturally relevant variations in emphasis. Also, all three groups
to some degree reported that having a mentor who was culturally competent and sensitive was helpful, adding further weight
to the view that cultural issues play a role in mentoring relationships. Implications of the findings are discussed. 相似文献
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Teresa M. McDevitt Norm Spivey Eugene P. Sheehan Randy Lennon Rita Story 《Child development》1990,61(3):713-721
This study examined children's conception of listening and their performance as listeners, 7-, 9-, and 11-year-old children were interviewed for their conceptions of good listening, their beliefs about appropriate actions for confused listeners to take, their attributions of responsibility for a listener's confusion, their reports of how speakers and listeners feel during communication breakdown, and their ability to detect inconsistencies during a comprehension-monitoring task. Results indicated that older children relied less on behavioral orientation and more on attempts to comprehend and other criteria in their definitions of good listening. Children believed that appropriate listening responses depend on the situation, and there was a developmental increase in asking the speaker a question and listening more carefully. With age, children also tended to report more complex negative emotions for listeners and speakers experiencing a breakdown in understanding. Children recalled incongruent material more than congruent material on the comprehension-monitoring task. 相似文献
87.
Rita Chawla‐Duggan 《Compare》2007,37(2):185-200
This paper is concerned with processes of international enquiry. It focuses upon the relationship between a research problem and access to conduct research in a country. It uses data from an ethnographic study of primary education in a Northern Indian District. Conceptually drawing upon the insider‐outsider debate within the sociology of knowledge, the paper raises issues about the relationship between the research problem, accessing knowledge and being an outsider to a research setting. It considers problems facing a particular form of outsider—a foreigner. The paper maintains that when researchers who are outsiders embark on designing research in non‐western international educational settings, then questions considering the relationship between the research problem, access strategies and the culture of the research setting are vital. Grappling with such questions allows for the development and promotion of new forms of partnership, alongside a deeper understanding of culture and context, when developing comparative and international research policy agendas. 相似文献
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