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11.
Michael Br?uninger Sebastian Schr?er Sven Schulze und Henning V?pel 《Zeitschrift für Erziehungswissenschaft》2008,32(1):37-45
Zusammenfassung Angesichts der staatlichen Klimaschutzziele stellt sich die Frage, wie diese mit m?glichst geringer Beeintr?chtigung einer
sicheren Versorgung zu günstigen Preisen erreichbar sind. Erdgas, das im Vergleich zu anderen fossilen Energietr?gern deutlich
kohlenstoff?rmer ist und darüber hinaus bei der Verbrennung auch keine weiteren Schadstoffe emittiert, kann hier einen Beitrag
leisten. Gegenw?rtig hat Erdgas für die Versorgung mit W?rme sowie bei der Erzeugung von Strom eine erhebliche Bedeutung,
die zukünftig weiter wachsen wird. Anhand verschiedener Szenarien werden Prognosen zur weiteren Entwicklung von Erdgas und
die Auswirkungen auf die CO2-Emissionen angestellt. Es zeigt sich, dass der Anteil von Erdgas im Bereich der W?rmeversorgung von 46 % auf 56 % steigen
wird. Durch ?nderung des Energiemix und Effizienzsteigerungen kann der CO2-Aussto? für Raumw?rme daher bis 2020 um 8,3 % gesenkt werden. Für die Stromerzeugung werden alternative Szenarien berechnet.
Beim derzeitigen Energiemix k?me es zu einer j?hrlichen Steigerung des CO2-Aussto?es um 0,8 %. Würde Kohle komplett durch Gas ersetzt, k?nnte der CO2-Aussto? j?hrlich um 1,9 % gesenkt werden.
Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg 相似文献
Given the governmental climate targets, the question arises how these targets can be achieved without affecting a secure and cheap energy supply. As natural gas causes less carbon emissions than any other fossil fuel it might be able to make a contribution in this regard. Currently, in the generation of heat and power natural gas plays a significant role, which will further increase in the future. Using several scenarios, we predict the development of the importance of natural gas and the consequences for carbon emissions. The calculations show that the share of natural gas for the supply of heat will increase from 46 % to 56 %. Efficiency increases together with changes in the structure of power generation can reduce heating-related carbon emissions by 8.3 % until 2020. For power generation, we calculate alternative scenarios. If the current structure of power generation is held constant, carbon emissions will increase by 0.8 % p.a. If instead natural gas completely replaces coal and lignite, the carbon emissions will be reduced by 1.9 % per year.
Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg 相似文献
12.
Gilbert de Landsheere Marten Groen John Biggs John F. Willatt David Thomas Clare Burstall Robin Russell J. R. Barr Gerhard Pause Donald E. Super John B. Biggs Alan C. Purves Klaus Schleicher Herbert A. Thelen Neville Postlethwaite Börje Holmberg Kenneth Austwick Sven Hilding A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123
13.
Hilbert Sven Bruckmaier Georg Binder Karin Krauss Stefan Bühner Markus 《European Journal of Psychology of Education - EJPE》2019,34(3):665-683
European Journal of Psychology of Education - In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and... 相似文献
14.
Spatial task solving on tablets: analysing mental and physical rotation processes of 12–13-year olds
Wetzel Stefanie Bertel Sven Montag Michael Zander Steffi 《Educational technology research and development : ETR & D》2020,68(1):363-381
Educational technology research and development - Spatial skill assessment and training are promising fields of application for tablets, as touch-based interaction can prime and support mental... 相似文献
15.
Amy Quintelier Jan Vanhoof Sven De Maeyer 《Educational Assessment, Evaluation and Accountability》2018,30(4):399-431
Despite the developmental perspective of school inspections, teachers in inspected schools are not always willing to accept the school inspection’s feedback for their further improvement of teaching and learning processes. Literature distinguishes several aspects of feedback that stimulate or hinder the acceptance of feedback, such as recipient’s cognitive and affective responses to feedback. This study investigates teachers’ cognitive and affective responses to school inspection feedback in relation to feedback acceptance. It draws on data from 21 in-depth interviews with teachers in eight primary schools. We found that positive perceptions of the inspectors’ credibility enhance teachers’ feedback acceptance. This is also the case for positive, clear feedback. Under these circumstances, emotions of joy, happiness and relief are expressed. Conversely, respondents tend to reject feedback when inspectors are perceived to be inadequately informed, arrogant or disrespectful. When negative feedback is rated as unfair, negative emotions, such as anger and sadness, interfere with feedback acceptance. In essence, we conclude that both feedback content and feedback source characteristics are decisive in the acceptance of process. From a practical perspective, the findings suggest there is a need to build on supportive relationships between teachers and school inspectors. 相似文献
16.
The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to the early provision intentions with an emphasis on the correlation between individual and environmental factors seen in light of differentiation and disability. The third area examines how significance is attached to pupils’ social background with regard to early provision in learning in schools. Finally, consideration is given to the relationship between early provision intentions and efforts to prevent pupils dropping out of upper secondary education. The analysis also shows that the policy guidelines on early provision for schools and teachers have been weak and unclear. This is due to the fact that the early provision intentions have primarily been expressed in reports to the Storting, and rarely given any kind of focus in national curricula. 相似文献
17.
This article analyses and discusses the development of the principles of adapted teaching and inclusive education in the three most recent Norwegian national curricula, seen in light of curriculum potential as an overarching perspective. This potential highlights teachers' opportunities for choosing and adapting their teaching content. The area of problems is first related to relevant curriculum theory and choice of method. Our qualitative text analyses and then examines the relevant curricula and other national documents which provide guides and intentions for schooling in Norway. The analysis will also be viewed in an international perspective in relation to OECD evaluations of Norwegian schooling. The discussion highlights the fact that the Norwegian curriculum reforms are affected by these international evaluations. This particularly applies to the relationship between the central governing of the school's content and the individual school's curriculum potential. 相似文献
18.
On Comparing Transition Rate Gains 总被引:1,自引:1,他引:0
Sven‐Eric Reuterberg 《Scandinavian Journal of Educational Research》2013,57(4):175-190
Reuterberg, S.‐E. 1985. On Comparing Transition Rate Gains. Scandinavian Journal of Educational Research 29, 175‐190. Making transition rate gains comparable is a problem because it is much more difficult to change a very high or very low transition rate than to change a rate near the proportion 0.50. It is shown that measures based on the proportions themselves — i.e. the difference between proportions, the proportion ratio and the residual gain ratio — do not make the gains comparable. Instead a non‐linear transformation has to be done. Two such transformations are discussed: probits and logits. As shown in the report, they both make the transition gains comparable. A problem more important than the choice of transformation is that of sample error. Therefore, a statistical test is to be recommended. It is shown that log‐linear models are an appropriate test for this purpose. 相似文献
19.
Ioanna Athanasiadou Sven Christian Voss Wesal El Saftawy Mohammed Al-Maadheed Georgia Valsami Costas Georgakopoulos 《Journal of sports sciences》2020,38(16):1924-1932
ABSTRACT Athlete Biological Passport (ABP) is an indirect approach, implemented by WADA, aimed at detecting blood manipulation based on abnormal changes in haematological markers. Cases report the use of hyperhydration as masking method during anti-doping urine sample collection which could potentially mask suspicious fluctuations on ABP profiles. This study investigated the hyperhydration effect on haemoglobin concentration, reticulocyte percentage and OFF-hr score (an algorithm based on haemoglobin concentration and reticulocyte percentage), with and without recombinant human erythropoietin (rHuEPO) administration. A five-week clinical study performed; Baseline and rHuEPO Phase. Water and a sports drink were used as hyperhydration agents. To examine the hyperhydration effect on the normal ABP profile per volunteer, hyperhydration was implemented at 0, 24 and 48 hours during the baseline. During the rHuEPO phase, volunteers received Epoetin beta (3000 IU) with hyperhydration to be implemented at 0, 24 and 48 hours after drug administration. Blood and urine samples were collected and analysed according to WADA guidelines. No significant effect on ABP markers was observed due to hyperhydration at any time during the study. Pre- and post-hyperhydration data were not statistically different compared to individual baseline data. In conclusion, hyperhydration does not affect the ABP haematological markers under the examined conditions. 相似文献
20.