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Kim IC Chang SY Williams TD Ja Kim Y Yoon YD Lee YS Park EH Lee JS 《Marine environmental research》2004,58(2-5):687-691
We cloned the vitellogenin gene from the self-fertilizing fish Rivulus marmoratus, and sequenced 12,326 bp. The number of exons of R. marmoratus and rainbow trout vitellogenin genes were different, and also the splicing junctions are different throughout most of the exons and introns but the amino acid similarity of R. marmoratus vitellogenin gene to other species was rather high. In promoter region of R. marmoratus vitellogenin gene, there were several E2 binding sites and the estrogen response element (ERE). We discuss here the gene structure and expression of R. marmoratus vitellogenin gene. 相似文献
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Boswell TD 《The Journal of geography》1984,83(2):65-72
A new approach to solving some of the problems that information, education, and communication (IEC) programs have been facing is proposed. The approach is based on the use of the "Appropriate Practical and Technical Information Section Cube" (APTISC). The APTISC model can systematically identify 64 different types of IEC programs. The approach logically arises from the following principles of effective IEC and should therefore be acceptable: problem-oriented, people-oriented, practical oriented, and professional-or technical-oriented. To start developing the IEC program systematically, one begins by asking the following simple questions: what is the problem; who are the people responsible for these problems; and what type of professional or technical knowledge is needed to solve the lack of knowledge, attitude, practice, or IEC capabilities (KAPI). The problem may be lack of knowledge (K), attitude (A), practice (P), of IEC capabilities (I) or any combination of them. A lack of KAPI can arise from various groups of people, and these groups must be identified. The type of professional or technical knowledge needed to solve the lack of KAPI can be divided into 4 types, i.e., technical information, technical application, technical practice, and technical supervision. For the purpose of actually developing the program the identified cube can be broken down into 4 main components: M1 = man (who is the comminicator); M2 = message (to be received by the audience); M3 = method (to transmit the message); and M4 = media (to convey the message). Each of these components has to be identified before the program can be initiated. Other supporting components can also be considered, e.g., management, material, morale, and money. These should be analyzed in relation to IEC programs being developed. It is worth considering the application of the APTISC Approach in developing IEC programs. This approach will help maximize the effectiveness of available resources by concentrating them on the areas of greastest need. 相似文献
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在荆山群建组剖面实地研究的基础上,补测了野头组的禄格庄剖面,考察了荆山区至平度区荆山群的相变规律,采用数学地质方法研究荆山群地层结构及生成环境,得知:荆山群无论在原岩建造、岩性组合、生成的古地理环境均不同于胶东岩群。荆山群形成于不稳定的冒地槽环境,相变剧烈,由荆山区至平度区厚度锐减,火山活动减弱。荆山群在总体上表现为三大周期,对应三个组,各组内部具有不同的沉积韵律和拟周期,野头组火山沉积和禄格庄组的砂泥质沉积是荆山群金的高丰度部位。野头组的火山建造形成于海底裂陷环境,金主要赋存在正常沉积与火山沉积的交变带中。产于进入火山活动和由火山活动转出的历史阶段,属火山喷气—溢流阶段的产物。 相似文献
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