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51.
Luisa Soares-Miranda Gavin Sandercock Susana Vale Pedro Silva Carla Moreira Rute Santos 《Journal of sports sciences》2013,31(10):1011-1018
Abstract The aim of this study was to examine differences in traditional heart rate variability measurements and heart rate complexity (sample entropy) in young adults grouped by objectively measured achievement of either moderate or both moderate and vigorous physical activity recommendations. Of 168 young adults tested (86 females, 82 males; age 20.5 ± 1.2 years), 119 achieved only recommendations for moderate physical activity (moderate group) and 49 achieved recommendations for both moderate and vigorous physical activity (vigorous group). Analysis of covariance controlling for sex, weekly minutes of moderate physical activity, and percentage of body fat was used to assess between-group differences in heart rate variability and heart rate complexity. Logistic regression analysis was used to determine the group characteristics that best predicted high heart rate complexity and vagal indices of heart rate variability. The majority of the autonomic measures were higher (P < 0.05) in the vigorous group, and regression analysis showed that vigorous physical activity was the only multivariate predictor of higher heart rate complexity and higher heart rate variability. Young adults engaged in regular vigorous physical activity were more than twice as likely to have high heart rate complexity than those involved in predominantly moderate exercise. These findings suggest that vigorous physical activity is more closely associated with high heart rate complexity than moderate physical activity in young adults. 相似文献
52.
Aurélio Faria Ronaldo Gabriel João Abrantes Paola Wood Helena Moreira 《Journal of sports sciences》2013,31(14):1559-1567
Abstract We investigated the mechanical properties of the triceps surae between professional, junior, and non-football players. Fifty-nine men participated in this study. The mechanical properties of the right legs’ triceps surae were measured in vivo using a free oscillation technique; no significant differences existed between the groups. The mean results for musculo-articular stiffness, damping coefficient, and damping ratio were as follows: professional football players (21523 N· m?1, 330.8 N · s · m?1, and 0.201); junior football players (21063 N · m?1, 274.4 N · s · m?1, and 0.173); and non-players (19457 N · m?1, 281.5 N · s · m?1, and 0.184). When analysed according to position, the results were as follows: defender (21447 N · m?1, 308.6 N · s · m?1, and 0.189); midfielder (20762 N · m?1, 250.7 N · s · m?1, and 0.157); winger (21322 N · m?1, 335.1 N · s · m?1, and 0.212); forward (22085 N · m?1, 416.2 N · s · m?1, and 0.254); and non-players (19457 N · m?1, 281.5 N · s · m?1, and 0.184). Thus, football training, football games, and the position played had no effect on triceps surae mechanical properties. These results may be attributed to opposing adaptations between different types of training that are usually implemented in football. Alternatively, the minimum strain amplitude and/or frequency threshold of the triceps surae required to trigger adaptations of mechanical properties might not be achieved by football players with football training and matches. 相似文献
53.
Pedro Rosrio Jennifer Cunha Ana Rita Nunes Tnia Moreira Jos Carlos Núez Jianzhong Xu 《Psychology in the schools》2019,56(1):92-108
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed. 相似文献
54.
55.
Marco Antonio Moreira 《Assessment & Evaluation in Higher Education》1983,8(3):234-245
First, the theory of directed graphs (digraphs) was used to map the conceptual structure of the content, implicit in the instructional materials, in the area of electricity at college level. After this, the graphical representation of content structure, thus obtained, was compared with those obtained for the teacher's cognitive structure and the student's cognitive structure through a word association test and the multidimensional scaling technique. Research findings suggest mainly that the techniques used to assess content and cognitive structures might be useful tools for such a purpose.
56.
TSUTSUMI Angela Aparecida 《美中教育评论》2009,6(10):61-66
Sex education has always been a controversial topic. Although sex education at schools has improved in general, sex education for mentally retarded pupils still encounters prejudice and conservatism as a result of several misconceptions about the subject. This research was performed in the form of a survey of opinions about sex education in special classes in ordinary public schools for mentally retarded pupils in Tokyo, Japan. Information was collected through written questionnaires distributed to teachers and parents of pupils of both sexes, whose age range was between 7 and 16 years. This work aims to stimulate an open and broad discussion, as well as to help teachers and parents to improve their knowledge about the subject. In addition, it provides data to outline a more specific program in sex education for mentally retarded pupils. 相似文献
57.
This paper presents a study of relevance feedback in a cross-language information retrieval environment. We have performed an experiment in which Portuguese speakers are asked to judge the relevance of English documents; documents hand-translated to Portuguese and documents automatically translated to Portuguese. The goals of the experiment were to answer two questions (i) how well can native Portuguese searchers recognise relevant documents written in English, compared to documents that are hand translated and automatically translated to Portuguese; and (ii) what is the impact of misjudged documents on the performance improvement that can be achieved by relevance feedback. Surprisingly, the results show that machine translation is as effective as hand translation in aiding users to assess relevance in the experiment. In addition, the impact of misjudged documents on the performance of RF is overall just moderate, and varies greatly for different query topics. 相似文献
58.
Moreira T 《Social studies of science》2000,30(3):421-446
Cerebral angiography is nowadays a standard test in neurosurgical treatment. The coupling between such a diagnostic technique and neurosurgical practices is the outcome of a complex story. This paper explores that complexity. It does so by exploring the continuities and discontinuities between the multiple definitions and uses of angiography in the first 20 years of its history. It also investigates the relations between process and narrative in S&TS research, and suggests that it is possible to turn dis/continuity into an empirical question, viewing it as internal to the processes of socio-technical innovation as it becomes available in the practical engagements of the actors involved in those processes. 相似文献
59.
Alexandre Moreira Paul Bradley Christopher Carling Ademir Felipe Schultz Arruda Leandro M. P. Spigolon Clovis Franciscon 《Journal of sports sciences》2016,34(24):2255-2261
ABSTRACTThis study investigated the effects of a congested match schedule (7 matches played in 7 days) on steroid hormone concentrations, mucosal immunity, session rating of perceived exertion (S-RPE) and technical performance in 16 elite youth soccer players (14.8 ± 0.4 years; 170.6 ± 9.4 cm; 64.9 ± 7 kg). No change was observed for salivary cortisol concentration across match time points (P = 0.33; effect size [ES] = 0.13–0.48). In contrast, there was a decrease in salivary testosterone and salivary IgA (SIgA) concentrations from the 1st compared with the last time point (P = 0.01 and 0.001, ES = 0.42 and 0.67, respectively). The SIgA concentration varied across time points (P < 0.001) with the highest value observed at the 3rd time point (rest day) (3rd vs all time point; ES = 0.47–0.73). No changes were observed for S-RPE across time points (P > 0.05). A higher number of tackles and interceptions were observed during the 4th match vs 1st and 7th matches (P < 0.001; ES = 2.25 and 1.90, respectively). The present data demonstrate that accumulated fatigue related to participation in a congested match schedule might induce a decrease in testosterone concentration in youth players and negatively affect their mucosal immunity and capacity to perform certain technical actions. 相似文献
60.
Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study 下载免费PDF全文
Pedro Rosário José Carlos Núñez Guillermo Vallejo Raquel Azevedo Raquel Pereira Tânia Moreira Sonia Fuentes Antonio Valle 《British Educational Research Journal》2017,43(3):554-571
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture. 相似文献