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排序方式: 共有112条查询结果,搜索用时 31 毫秒
21.
Wolfgang Seiberl Elisabeth Jensen Josephine Merker Marco Leitel Ansgar Schwirtz 《European Journal of Sport Science》2018,18(8):1100-1109
Force plates represent the “gold standard” in measuring running kinetics to predict performance or to identify the sources of running-related injuries. As these measurements are generally limited to laboratory analyses, wireless high-quality sensors for measuring in the field are needed. This work analysed the accuracy and precision of a new wireless insole forcesensor for quantifying running-related kinetic parameters. Vertical ground reaction force (GRF) was simultaneously measured with pit-mounted force plates (1?kHz) and loadsol® sensors (100?Hz) under unshod forefoot and rearfoot running-step conditions. GRF data collections were repeated four times, each separated by 30 min treadmill running, to test influence of extended use. A repeated-measures ANOVA was used to identify differences between measurement devices. Additionally, mean bias and Bland–Altman limits of agreement (LoA) were calculated. We found a significant difference (p?.05) in ground contact time, peak force, and force rate, while there was no difference in parameters impulse, time to peak, and negative force rate. There was no influence of time point of measurement. The mean bias of ground contact time, impulse, peak force, and time to peak ranged between 0.6% and 3.4%, demonstrating high accuracy of loadsol® devices for these parameters. For these same parameters, the LoA analysis showed that 95% of all measurement differences between insole and force plate measurements were less than 12%, demonstrating high precision of the sensors. However, highly dynamic behaviour of GRF, such as force rate, is not yet sufficiently resolved by the insole devices, which is likely explained by the low sampling rate. 相似文献
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This study examined observers' perceptions of nine different types of touch (including a "no touch" control condition) used in cross-sex relationships between coworkers. Results showed that face touch sends particularly strong relational and emotional messages. A soft touch in the cheek area of the face was seen as signaling more affection, attraction, flirtation, and love than the other types of touch. Face touch was also rated as the most inappropriate and sexually harassing of the nine types of touch examined. Arm around the waist was also rated as showing relatively high levels of attraction and flirtation, as well as inappropriateness and harassment. No touch and handshaking conveyed the most formality. Observers rated women as more affectionate, trusting, happy, and composed than men across the touch conditions. Men, however, were judged to be more attracted to their cross-sex partners than were women. These and other findings are discussed to shed light on the multiple interpretations of touch within the context of relationships between cross-sex coworkers. 相似文献
24.
Josephine Arce 《International journal of qualitative studies in education》2013,26(2):227-246
This study examines how socially conscious bilingual Latino educators, specifically prepared to teach underserved children, resist multiple layers of hegemonic structures. The participants are five beginning Spanish bilingual teachers who teach in urban and semi-rural elementary schools. The study explores how their resistance unfolds as they develop and become critical educators and how their presence in schools provides children with the potential to develop social consciousness. This participatory research design uses dialogue as a tool to identify the problem, to facilitate the emergence of voice, to construct new knowledge, and to take action. Several themes surface: (1) the isolation of bilingual teachers, (2) the manifestations of power relations among students, (3) the use of a culturally bound pedagogy, (4) the countering of hidden curriculum through critical pedagogy, and (5) development of identity and voice for both students and teachers. The participating Latino teachers linked their social consciousness with an emergent critical pedagogy, which sustained them as they encounter many obstacles in their new profession. 相似文献
25.
This article considers the British experience of developing education for publishers at the end of the 1990s. To introduce
the subject, it briefly outlines recent trends in the UK in publishing and bookselling: the size and nature of the workforce
as revealed in recent surveys; and what employers recently indicated that they are looking for in their employees. Then, it
summarises some of the developments that are taking place in education and training, before outlining the courses currently
available in the Universities, their growing emphasis on business management and Information Technology, and the benefits
to employers of recruiting students from these courses. Finally, it raises issues that will become more significant in the
future: new legal and ethical challenges, and the responsibility for preservation and conservation arising from technological
changes; keeping existing staff up to date; the international dimensions of the industry; retaining links between the academic
community and the industry; regulating standards of professional practice; and the development of research.
An earlier and shorter version of this paper, entitled “Education for publishing— the British experience,” was presented by
Ian Johnson at a colloquium “Books, Publishers and Libraries,” organised by Zagreb Chamber of Commerce’s Association of Publishers
and Booksellers and the University of Zagreb’ s Department of Information Science in December 1996.
IAN JOHNSON has been Head of the School of Information and Media at The Robert Gordon University, Aberdeen, Scotland since
1989, and initiated the School’s development as a centre for publishing education and research in 1992. He is currently joint
editor of Libri; a member of the Editorial Board of Education for Information; and Chairman of the Heads of Schools and Departments Committee of BAILER: the British Association for Information and Library
Education and Research, and of the Executive Board of EUCLID: the European Association for Library and Information Education
and Research.
JO ROYLE is Subject Leader for Publishing Studies and Course Leader for the BA/BA (Honours) in Publishing Studies in the School
of Information and Media, where she has taught since 1993. She is currently researching aspects of branding in publishing,
and the impact of the Internet on relationship management within the book trade. 相似文献
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Shireen Desouza Josephine M. Czerniak Charlene M. 《Journal of Science Teacher Education》2003,14(2):75-96
Journal of Science Teacher Education - 相似文献
27.
Idowu Biao Josephine Esaete Joseph Oonyu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(4):469-488
Although Africa has been home to famous ancient cities in the past, its modern conurbation areas are poor living spaces characterised by squalor, poor planning and human misery. The authors of this paper argue that the learning city concept, still almost unknown in Africa, holds enormous potential for redressing the dysfunctional state of things and for guiding future orderly development of African cities. There have been timid attempts at operationalising the learning city concept, for example in the Western Cape (South Africa) between 2004 and 2006, in Gaborone (Botswana) between 2008 and 2010, and in Lagos State (Nigeria) from 2007 onwards. Furthermore, two African governments, namely those of Nigeria (2005) and South Africa (2006), joined the global “Cities Alliance” partnership, which operates a “Cities without slums action plan”. However, many of these projects have not been successful, and the authors of this article identify five factors which have stood in the way of their proper take-off. Based on this analysis, the authors then propose a model for future learning city projects in Africa. It is a process model that uses critical awareness-building promoted by civil society organisations and government and harnesses the pressure of other social dynamics such as ethnic culture clusters. The authors then offer three policy recommendations and conclude by expressing their hope that the learning city concept will take hold and unfold its potential in Africa in the foreseeable future. 相似文献
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Josephine Brady 《English in Education》2010,44(2):172-174