全文获取类型
收费全文 | 138篇 |
免费 | 2篇 |
专业分类
教育 | 79篇 |
科学研究 | 9篇 |
各国文化 | 2篇 |
体育 | 29篇 |
文化理论 | 1篇 |
信息传播 | 20篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2019年 | 10篇 |
2018年 | 11篇 |
2017年 | 13篇 |
2016年 | 14篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 33篇 |
2012年 | 7篇 |
2011年 | 7篇 |
2010年 | 2篇 |
2009年 | 6篇 |
2008年 | 6篇 |
2007年 | 3篇 |
2005年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1983年 | 1篇 |
排序方式: 共有140条查询结果,搜索用时 54 毫秒
71.
Ricardo Ferraz Bruno Gonçalves Roland Van Den Tillaar Sergio Jiménez Sáiz Jaime Sampaio Mário C. Marques 《Journal of sports sciences》2018,36(1):116-122
The aim of this study was to identify the influence of prior knowledge of exercise duration on players’ pacing patterns during soccer small-sided games. Twenty semi-professional male soccer players participated in this study. In the first game scenario, players were not informed how long they would be required to play the small-sided game and the activity was terminated after 20 min (Unknown Condition). In the second game scenario, players were told that they would play the small-sided game for 10 min, but immediately after completing the 10-min game, they were asked to complete another 10 min (Partially Condition). In the third game scenario, players were instructed that they would play the small-sided game for 20 min and then they completed the 20-min game (Known Condition). The results presented a tendency of higher values in all performance variables in the [0′–10′] min compared with the [10′–20′] min. As the players’ previous knowledge about the tasks duration increased, the performance between two moments tended to be similar. Considering the entire 20-min game duration, the Partially Condition of the exercise was the most demanding condition. In conclusion, the knowledge of shorter durations of the exercise seems to lead to an increase of exercise duration demand, and longer exercise durations possibly tend to decrease differences between full knowledge and not knowing the exercise duration. 相似文献
72.
Jaime Zabalza Chunmei Qing Peter Yuen Genyun Sun Huimin Zhao 《Journal of The Franklin Institute》2018,355(4):1733-1751
Although singular spectrum analysis (SSA) has been successfully applied for data classification in hyperspectral remote sensing, it suffers from extremely high computational cost, especially for 2D-SSA. As a result, a fast implementation of 2D-SSA namely F-2D-SSA is presented in this paper, where the computational complexity has been significantly reduced with a rate up to 60%. From comprehensive experiments undertaken, the effectiveness of F-2D-SSA is validated producing a similar high-level of accuracy in pixel classification using support vector machine (SVM) classifier, yet with a much reduced complexity in comparison to conventional 2D-SSA. Therefore, the introduction and evaluation of F-2D-SSA completes a series of studies focused on SSA, where in this particular research, the reduction in computational complexity leads to potential applications in mobile and embedded devices such as airborne or satellite platforms. 相似文献
73.
74.
The main objective of this study is to estimate the association between financial aid and college dropout rates of postsecondary
students in Colombia. We use a unique dataset from the Colombian Ministry of Education that includes all enrolled college
students in the country between 1998 and 2008. Logistic regression is used to identify the correlation between receiving different
forms of financial aid on the dropout rates of the students. The main results of the study suggest that the probability of
dropping out decrease between 25 and 29% according to the type of financial aid received. There is also evidence that the
financial aid is more effective in reducing dropout rates at the beginning of the student’s college careers. This result holds
after controlling by type of postsecondary institution attended. These findings suggest that financial aid is an effective
tool to reduce dropout rates, and therefore increase persistence and expand access in Colombia. 相似文献
75.
Marco A. Murillo Karen Hunter Quartz Jaime Del Razo 《Journal of Education for Students Placed at Risk》2017,22(4):237-252
This article investigates the experience of 229 low-income students of color who participated in an innovative high school internship program between 2011 and 2015. Using mixed methods (interviews, observations, and survey), the authors aim to understand the types of knowledge, information, and supports these students develop and expand in relation to careers and the college-going process. The authors draw on students' community cultural wealth to highlight the way the internship program supports students' aspirational, navigational, linguistic, resistant, and social capital. 相似文献
76.
Zepeda-Bastida Armando Ocampo-López Juan Alarcón-Sánchez Brisa Rodope Idelfonso-García Osiris Germán Rosas-Madrigal Sandra Aparicio-Bautista Diana Ivette Pérez-Carreón Julio Isael Villa-Treviño Saúl Arellanes-Robledo Jaime 《Journal of Zhejiang University. Science. B》2021,22(12):1045-1052
Journal of Zhejiang University-SCIENCE B - 肝细胞癌 (HCC) 具有复杂的肿瘤内异质性,... 相似文献
77.
Discourses that supported de jure segregated schools often invoked White innocence in the form of altruistic motivations. These same invocations are found in more contemporary school policy discourses. The authors of this article argue, based on the concept of intertextuality of discourse, the existence of contemporary schooling policies as vestiges of segregation. 相似文献
78.
Jaime Lester 《Community College Journal of Research & Practice》2013,37(10):822-837
A review of the articles in this issue highlights how gender as a lens, construct, and identity shapes each current issue within the community college. Using the articles in this issue as a basis, this final article provides a series of recommendations for researchers and practitioners who are interested in identifying causes, methods, and practices for creating more democratic and pluralistic environments. 相似文献
79.
Michelle E. Schmidt Jaime L. Marks Lindsay Derrico 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):205-217
Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students. 相似文献
80.
Using the ECLS-K and considering first graders in single-grade and K–1 and 1–2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1–2 classes, but using a rich set of control variables, find no relationship between class type and student achievement in first grade within schools, and no difference in overall first-grade achievement between single-grade and combination schools in a matched school sample. The results I present suggest that first graders are not harmed by being in a combination class or by their schools offering combination classes. As long as other stakeholders such as parents, teachers, and students in other grades are not made worse off, these results suggest that offering combination classes may be a Pareto-improving option for school administrators. 相似文献