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排序方式: 共有165条查询结果,搜索用时 15 毫秒
91.
Yuriy G. Shckorbatov Vladimir N. Pasiuga Elena I. Goncharuk Tatiana Ph. Petrenko Valentin A. Grabina Nicolay N. Kolchigin Dmitry D. Ivanchenko Victor N. Bykov Oleksandr M. Dumin 《Journal of Zhejiang University. Science. B》2010,11(10):801-805
To investigate the influence of microwave radiation on the human fibroblast nuclei, the effects of three variants of electromagnetic
wave polarization, linear and left-handed and right-handed elliptically polarized, were examined. Experimental conditions
were: frequency (f) 36.65 GHz, power density (P) at the surface of exposed object 1, 10, 30, and 100 μW/cm2, exposure time 10 s. Human fibroblasts growing in a monolayer on a cover slide were exposed to microwave electromagnetic
radiation. The layer of medium that covered cells during microwave exposure was about 1 mm thick. Cells were stained immediately
after irradiation by 2% (w/v) orcein solution in 45% (w/v) acetic acid. Experiments were made at room temperature (25 °C),
and control cell samples were processed in the same conditions. We assessed heterochromatin granule quantity (HGQ) at 600×
magnification. Microwave irradiation at the intensity of 1 μW/cm2 produced no effect, and irradiation at the intensities of 10 and 100 μW/cm2 induced an increase in HGQ. More intense irradiation induced more chromatin condensation. The right-handed elliptically polarized
radiation revealed more biological activity than the left-handed polarized one. 相似文献
92.
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94.
With development knowledge becomes organized according to semantic links, including early-developing associative (e.g., juicy–apple) and gradually developing taxonomic links (e.g., apple–pear). Word co-occurrence regularities may foster these links: Associative links may form from direct co-occurrence (e.g., juicy–apple), and taxonomic links from shared co-occurrence (e.g., apple and pear co-occur with juicy). Four experiments (2017–2020) investigated this possibility with 4- to 8-year-olds (N = 148, 82 female) and adults (N = 116, 35 female) in a U.S. city with 58.6% White; 29.0% Black, and 5.8% Asian demographics. Results revealed earlier development of the abilities to form direct (ds > 0.536) than the abilities to form shared co-occurrence-based links (ds > 1.291). We argue that the asynchronous development of abilities to form co-occurrence-based links may explain developmental changes in semantic organization. 相似文献
95.
ABSTRACTThis study is one of the first to compare journalistic role performances of English– and Spanish–language TV networks during the 2016 U.S. primaries. Previous research finds that the corporate structure of Spanish–language media in the United States is looking more like its English–language counterparts and that Latino journalists share the norm of objectivity. Meanwhile, research suggests that individuals of different ethnicities turn to different communication channels and that this divergence can be explained by the degree of alignment in linguistic and cultural orientation. In this study, we therefore assess how linguistic differences of TV networks impact journalistic culture during the presidential primaries in 2016. As a crucial component of journalistic culture, we focus on journalistic role performance and find important distinctions: Findings reveal that the greater coverage of presidential candidates as sources on English-language networks have significant consequences for the roles journalists perform. Results suggest that the Spanish–language networks performed significantly more civic journalism roles than their English–language counterparts that perform an interventionist and service role. These differences are discussed alongside different audience-orientation of the networks that reflect deep racial and ethnic divides. 相似文献
96.
Angelina Russo Jerry Watkins Lynda Kelly Sebastian Chan 《Curator: The Museum Journal》2008,51(1):21-31
Abstract Major museums worldwide are starting to use social media such as blogs, podcasts and content shares to engage users via participatory communication. This marks a shift in how museums publicly communicate their role as custodians of cultural content and so presents debate around an institution's attitude towards cultural authority. It also signifies a new possible direction for museum learning. This article reports on a range of initiatives that demonstrate how participatory communication via social media can be integrated into museum practices. It argues that the social media space presents an ideal opportunity for museums to build online communities of interest around authentic cultural information, and concludes with some recent findings on and recommendations for social media implementation. 相似文献
97.
Susan Brady Margie Gillis Tara Smith MaryEllen Lavalette Linda Liss-Bronstein Evelyn Lowe Wendy North Evelyn Russo T. Diane Wilder 《Reading and writing》2009,22(4):425-455
The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade
teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable
mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment
of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts
prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated
with teachers’ responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured
teachers’ attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning
and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction
(e.g., about whole language). Attitudes on a subset of these factors, teachers’ initial knowledge scores on the TKS, and years
of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after
training.
相似文献
Susan BradyEmail: |
98.
Greg Murrie James Strick Russell Blackford Tamas Pataki John Forge Dennis Georgakis Andy Monk Richard McDonough Greg Wilby R. W. Home J. H. D. Amador Jean Lachapelle Anthony Corones Adrienne Hallam Emily Booth David Oldroyd James Franklin John Forge William A. S. Sarjeant Stewart Russell Vladimir B. Popescu Andrew Oakley Anthony Corones Roderick D. Buchanan David Branagan Tamara Kohn James Maffie 《Metascience》1997,6(2):71-171
99.
Vladimir E. Martínez-Bello Judith T. Martínez-Bello 《Early Years: An International Journal of Research and Development》2017,37(2):173-188
The messages conveyed by visual representations in the early childhood education (ECE) environment are critical to ensuring the success of inclusive practices. Given that anti-bias education permeates and affects everything which takes place in ECE institutions, the challenge for early childhood educators is to think creatively about how classroom walls can be used effectively as part of an educational environment rather than for purely decorative purposes. Our research aimed to examine, through a content analysis of the illustrations, the representation of the body taking into account the different categories as they are portrayed on nine different ECE classroom walls in Spanish public schools. Results show that the ECE walls are teaching gender equality to young children, with no single predominant role for girls or boys, but that they are not contributing to children learning about corporal diversity related to disability and ageing. 相似文献
100.
Two experiments investigated the development of metacognitive monitoring and control, and conditions under which children engage these processes. In Experiment 1, 5‐year‐olds (N = 30) and 7‐year‐olds (N = 30), unlike adults (N = 30), showed little evidence of either monitoring or control. In Experiment 2, 5‐year‐olds (N = 90) were given performance feedback (aimed at improving monitoring), instruction to follow a particular strategy (aimed at improving control), or both. Across conditions, feedback improved children's monitoring, and instruction improved both monitoring and control. Thus, children's poor metacognitive performance likely reflects a difficulty engaging the component processes spontaneously rather than a lack of metacognitive ability. These findings also suggest that the component processes are distinct, with both undergoing protracted development. 相似文献