全文获取类型
收费全文 | 1352篇 |
免费 | 45篇 |
专业分类
教育 | 1112篇 |
科学研究 | 37篇 |
各国文化 | 44篇 |
体育 | 57篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 140篇 |
出版年
2023年 | 6篇 |
2022年 | 14篇 |
2021年 | 15篇 |
2020年 | 21篇 |
2019年 | 42篇 |
2018年 | 60篇 |
2017年 | 56篇 |
2016年 | 65篇 |
2015年 | 44篇 |
2014年 | 56篇 |
2013年 | 307篇 |
2012年 | 31篇 |
2011年 | 32篇 |
2010年 | 28篇 |
2009年 | 31篇 |
2008年 | 30篇 |
2007年 | 36篇 |
2006年 | 30篇 |
2005年 | 29篇 |
2004年 | 26篇 |
2003年 | 28篇 |
2002年 | 26篇 |
2001年 | 29篇 |
2000年 | 36篇 |
1999年 | 21篇 |
1998年 | 17篇 |
1997年 | 35篇 |
1996年 | 17篇 |
1995年 | 20篇 |
1994年 | 14篇 |
1993年 | 15篇 |
1992年 | 11篇 |
1991年 | 10篇 |
1990年 | 18篇 |
1989年 | 20篇 |
1988年 | 6篇 |
1987年 | 14篇 |
1986年 | 15篇 |
1985年 | 13篇 |
1984年 | 15篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 9篇 |
1978年 | 4篇 |
1971年 | 3篇 |
1928年 | 2篇 |
1926年 | 3篇 |
1859年 | 2篇 |
排序方式: 共有1397条查询结果,搜索用时 15 毫秒
11.
Danielle M. Logue Sharon M. Madigan Mirjam Heinen Sarah-Jane McDonnell Eamonn Delahunt Clare A. Corish 《European Journal of Sport Science》2019,19(1):112-122
ABSTRACTIntroduction: Low energy availability (LEA) results in physiological adaptations, which can contribute to unfavourable health outcomes. Little information exists on risk of LEA in active individuals competing in different sports or levels of competition. The aims of this study were to (1) identify risk of LEA in females competing at different levels of competition and (2) investigate associations between risk of LEA, illness and dietary habits. Methods: The validated questionnaire, ‘Low Energy Availability in Females Questionnaire’ was distributed online (November 2016–February 2017) to assess risk of LEA. Twenty-nine additional questions collected information on demographics, illness history and dietary habits. Participants were considered at risk of LEA if they attained a score of?≥?8 and were grouped into: (i) international; (ii) provincial/inter-county; (iii) competitive; and (iv) recreationally active. Chi-square and logistic regression analyses were used to explore differences between those at risk or not at risk of LEA. Results: Risk of LEA was identified in 40% (n?=?331) of 833 participants and was 1.7 and 1.8 times more likely in international and provincial/inter-county athletes compared to those who were recreationally active (International: odds ratios (OR) 1.68, 95% confidence intervals (95%CI) 1.12–2.54; Provincial/inter-county: OR 1.83, 95%CI 1.20–2.77). In participants at risk of LEA, missing >22 days of training during the previous year due to illness occurred 3 times more frequently (OR 3.01, 95%CI 1.81–5.02). Conclusion: Risk of LEA was widespread in this heterogeneous sample. Awareness of LEA and the development of appropriate energy management strategies to ensure athlete health across levels of competition are required. 相似文献
12.
This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos. 相似文献
13.
Sharon Parsons 《International Journal of Science Education》2013,35(9):989-1005
This article relates stories of what I have learned by engaging in autobiographical analysis of my work as a science educator, over a seven year period. These stories can be described loosely as 'a play with three acts'. During each act I am played by a somewhat different feminist character who is not only influenced by her own pedagogical and philosophical underpinnings (feminisms) but, by her own disciplinary and institutional contexts. The first act presents an historical feminist perspective. The second act can be described as an emerging postmodern feminist story. The third act is a feminisms story which is where I currently locate my practice. 相似文献
15.
Maria J. Grant Penny Bonnett Anthea Sutton Audrey Marshall Jeannette Murphy Hannah Spring 《Health information and libraries journal》2016,33(1):1-6
Academic writing can seem a daunting prospect although with the right support and information it can be more achievable than you think. In this first set of editorial comments of 2016, editors from all sections of the Health Information and Libraries Journal outline the origins of the individual section of the journal which they oversee and highlight some of the things you might want to consider when thinking of submitting your writing for publication. 相似文献
16.
This article presents early evaluation data on the effectiveness of an ethics-based sex education program, the Sexual Ethics for a Caring Society Curriculum (SECS-C), which strives to develop adolescents’ thinking about sex so that they might act ethically in relation to other people and reflect ethically upon sexual messages and events in the world around them. Unlike typical evidence-based curricula that measure prevention goals from a health perspective, effectiveness was measured in terms of attitude change. Seventy-nine 9th graders from 7 diverse classrooms at a charter school received 8 lessons from the curriculum. Pre and post measures assessed belief in rape myths (the Illinois Rape Myth Acceptance Scale) and bystanderism (the Bystander Attitude Scale, Revised (BAS-R)). The students showed improvements with regard to rape myth attitudes but not with regard to their beliefs in the likelihood of intervening in troublesome sexual situations. 相似文献
17.
18.
Sharon Raver Robert C. Dwyer 《International Journal of Disability, Development & Education》1986,33(1):65-72
This paper documents the effectiveness of a substitute activity in decreasing the frequency of eye poking in a 3‐year‐old nonretarded visually impaired child who was involved in a highly participatory, full‐day reading program with four sighted classmates. Following 49 days of training, eye poking had been eliminated, and the subject was able to read 25 word cards. Elements to consider when selecting a substitute activity to interrupt an established self‐stimulating behaviour such as eye poking are discussed. 相似文献
19.
Assessing individuals as failures in education and training is rarely something that is done lightly or without misgivings. Related to this, the challenges of setting clear threshold or passing standards, are considerable. Assessors’ affective responses during fail scenarios in professional training were explored during focused interviews with 30 academic and practice staff. The pattern of feelings reported at each stage of the decision‐making process, factors which influence judgements and the reactions of others are described. The strength and spread of feelings stand out as an important sources of evidence. Understanding more about these affective responses may assist assessors as they make critical judgements at the margins of professional competence. 相似文献
20.
Conclusion Garrison’s (2000) review of distance education theories describes the current need for ”sustained real two-way communication
... that refiect(s) a collaborative approach to distance education” (p. 13). One way to apply such theories to research and
coursework is to use collaborative documents to promote transactions culminating in deliberation among the key players. Such
deliberation can create ”a particular kind of democratic public culture among the deliberators: listening as well as talking,
sharing resources, forging decisions together rather than only advocating positions taken earlier, and coming to disagreement”
(Parker, Ninomiya, & Cogan, 1999, p. 129).
Her research interests are collaborative learning in distance education, impact of culture on online learners, and design
of online instruction for constructivist learning environments.
Her primary research interests are in design considerations for collaborative online environments and in the powers of shared
multimedia for enhancing personal growth, multicultural understanding, and global awareness. She investigates visual messages:
how they can be shared and interpreted by learners, their impact, and how their impact can be researched.
Her research interests are in computer and network-based foreign language and cultural learning. 相似文献