全文获取类型
收费全文 | 522篇 |
免费 | 16篇 |
专业分类
教育 | 406篇 |
科学研究 | 27篇 |
各国文化 | 12篇 |
体育 | 29篇 |
文化理论 | 2篇 |
信息传播 | 62篇 |
出版年
2022年 | 5篇 |
2020年 | 11篇 |
2019年 | 11篇 |
2018年 | 21篇 |
2017年 | 30篇 |
2016年 | 28篇 |
2015年 | 10篇 |
2014年 | 23篇 |
2013年 | 108篇 |
2012年 | 18篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 21篇 |
2008年 | 20篇 |
2007年 | 11篇 |
2006年 | 12篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 13篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 3篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1929年 | 2篇 |
1887年 | 2篇 |
1866年 | 2篇 |
1865年 | 4篇 |
1862年 | 2篇 |
排序方式: 共有538条查询结果,搜索用时 15 毫秒
491.
The authors present diffusion of innovation theory (Rogers, 2003) as a framework for integrating social justice into counselor education. An overview of diffusion theory is provided along with how the tenets of diffusion of innovation can be used to alleviate fears and anxieties that come with adopting an innovation such as social justice in counselor education. 相似文献
492.
493.
494.
495.
496.
Peter Wood 《Academic Questions》2010,23(2):261-268
497.
498.
There is ongoing debate about how to define injury in dance: the most encompassing one or a time-loss definition. We examined the relationship between touring, performance schedule and injury definition on injury rates in a professional modern dance company over one-year. In-house healthcare management tracked 35 dancers for work-related musculoskeletal injuries (WMSI), time-loss injuries (TLinj), complaints, and exposure. The year was divided into 6 segments to allow comparison of effects of performance, rehearsal, and touring. Injuries/segment were converted into injuries/1000-h dance exposure. We conducted negative binomial regression analysis to determine differences between segments, P ≤ 0.05. Twenty WMSI, 0.44 injuries/1000-h, were sustained over one-year. WMSI were 6 times more likely to occur in Segment-6, compared with other segments (incident rate ratio = 6.055, P = 0.031). The highest rate of TLinj and traumatic injuries also occurred in Segment-6, reflecting concentrated rehearsal, New York season and performances abroad. More overuse injuries occurred in Segment-2, an international tour, attributed to raked stages. Lack of methods to quantify performance other than injury may mask effects of touring on dancer’s well-being. Tracking complaints permits understanding of stressors to specific body regions and healthcare utilisation; however, TLinj remain the most important injuries to track because they impact other dancers and organisational costs. 相似文献
499.
This paper will examine the current literature and implications of follow‐up studies of students with emotional/behavioral disorders (EBD) focusing on the postschool outcomes of this population. The examination of the follow‐up studies gave a perspective of transition and postschool outcomes for youths with EBD. In our research, we found 22 follow‐up studies that examined the EBD population as a subset of a larger pool of youths with disabilities, yet found only eight studies that examined the EBD population exclusively. When compared to the multitude of studies done with other disability categories (e.g., learning disabled, mild or moderately retarded) the adult outcomes of youth with EBD have not been studied as extensively. This synthesis of the literature on follow‐up studies should act as a reference in the revision or updating of curriculum and programming for communities, school boards, educators, counselors, parents, and students. A general conclusion drawn by the literature reviewed was that students with EBD also have lower grades, more course failures, a higher grade retention, and a higher dropout rate than other disability groups and the general population. A re‐evaluation of school programs (e.g., general/special education curriculum) and policies (e.g., transition planning) must occur if these postschool outcomes for youths with EBD are to improve. © 1999 John Wiley & Sons, Inc. 相似文献
500.
ABSTRACT It has been suggested in recent research that rational beliefs as conceptualized within rational-emotive behaviour therapy (REBT) can be operationalized as strategic self-talk, but this has yet to be meaningfully investigated. The current study examines the effects of five one-to-one REBT sessions with three amateur American Football athletes to foster rational self-talk. The purpose of the intervention was to reduce the irrational beliefs, but also in line with recent applied REBT research, to increase the self-determined motivation and self-efficacy of the athletes. Using an idiographic single-case, staggered multiple-baseline across participants design, visual analyses revealed meaningful increases in self-determined motivation and self-efficacy, adjunct to decreases in total irrational beliefs across all participants. Social validation data supported these outcomes. These findings add to the growing research indicating that REBT can influence motivational approaches in athletes, such as self-determined motivation and self-efficacy. Results are discussed in relation to processes underlying the mechanisms of change, while also reporting the limitations of the study. The robustness of the research design increases the extent to which target variable changes can be attributed to REBT, but critical reflections are undertaken to assess the veracity of the findings. 相似文献