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41.
《Marine pollution bulletin》2013,77(1-2):360-364
The herbicide irgarol 1051 is commonly used on ship hulls to prevent growth of algae, but as a component of self-eroding paints it can also spread in the surrounding waters and affect non-target organisms. The effect of irgarol on settlement and growth of zoospores from the marine macro algae Ulva lactuca from the Gullmar fjord on the Swedish west coast was investigated in the present study. The zoospores were allowed to settle and grow in the presence of irgarol, but neither settlement – nor growth inhibition was observed at concentrations of up to 2000 nmol l−1. This is between 10 and 100 times higher than effect concentrations reported earlier for algae. Irgarol also induced the greening effect (4-fold increase in chlorophyll a content) in the settled zoospore/germling population, typical for photosystem II inhibitors like irgarol. This study support previous findings that irgarol constitutes a selection pressure in the marine environment. 相似文献
42.
43.
DEVELOPMENT OF STEP-POOL SEQUENCE AND ITS EFFECTS IN RESISTANCE AND STREAM BED STABILITY 总被引:8,自引:0,他引:8
Zhao-YinWANG JiangXU ChangzhiLI 《国际泥沙研究》2004,19(3):161-171
Experiments were conducted and field investigations were performed to study the development of step-pool sequence and its effects on resistance to the flow and stream bed stability. Step-pool sequence develops in incised channels as a result of streambed erosion, which is compared with sand dunes and armor layer of the role in resistance and streambed protection. The tight interlocking of particles in steps gives them an inherent stability which only extreme floods are likely to disturb. That stability suggests that step-pools are a valid equilibrium form, especially when coupled with their apparent regularity form and their role in satisfying the extreme condition of resistance maximization. The development degree of step-pools, SP, is proportional to the streambed slope. If the incoming sediment load is equal to or more than the sediment-carrying capacity of the flow, there is no bed erosion and thence there are no step-pools. If the flow depth increases and is over the step-height the resistance caused by the step-pool sequence will be greatly reduced. The rote of energy dissipation by step-pools is a function of SP. The higher is SP,, the larger is the rate of energy dissipation. The step-pool sequence increases the resistance and flow depth, reduces the shear stress of the flow and protects the streambed from erosion. Moreover, step-pool sequence provides ecologically sound habitats for aquatic bio-community as well. 相似文献
44.
PrabhataK.SWAMEE NimishaSWAMEE 《国际泥沙研究》2004,19(4):312-318
Design equations for minimum area or maximum velocity canal-sections for transport of bulk sediment carried by water have been obtained. Such canals are economically feasible in the terrain where large slopes are available. The design procedure is illustrated by a practical example. 相似文献
45.
本项目为国内首例对钢渣堆积体的工程力学性质,稳定性及建筑性能诸方面,采用以现场原位测试工程物探为主要手段,进行试验,研究,评估。 相似文献
46.
Comments on log-quadratic relations in hydraulic geometry 总被引:1,自引:0,他引:1
A. D. Knighton 《地球表面变化过程与地形》1979,4(3):205-209
A mathematical analysis of log-quadratic hydraulic geometry relations explains the association between the shapes of the depth and velocity curves, and identifies other properties of the relations. By considering the nature of resistance variation, a mathematical and physical argument is put forward to account for the particular shapes apparently adopted by these curves. 相似文献
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48.
I.I~rnoxTherearemanyproblemsfortheresearchondebrisflowmechanism.ThemostimPOrtantandmOSturgentoneisthecalculationofresistanceandvelocityOfdebrisflow.Inthisaspectmuchresearchhasbeencompletedfromtwoapproaches.Oneapproachisbasedonordinaryhydraulicsandmodifiedbyfieldobservationdata,andempiricalformulaeofdebrisflowresistanceandvelocitywereestablished.MOStoftheearlyresearch,suchascalculatingdebrisflowvelocitywiththemodifiedformOfMariningformula,belongedtothisscope.Theonlydifferenceisthattherough… 相似文献
49.
Turbulence theory has demonstrated that the log law is one of the established theoretical results for describing velocity profiles, which is in principle applicable for the near-bed overlap region, being less than about 20% of the flow depth. In comparison, the power law that is often presented in an empirical fashion could apply to larger fraction of the flow domain. However, limited information is available for evaluating the power-law exponent or index. This paper attempts to show that the power law can be derived as a first-order approximation to the log law, and its power-law index is computed as a function of the Reynolds number as well as the relative roughness height. The result obtained also coincides with the fact that the one-sixth power included in the Manning equation is of prevalent acceptance, while higher indexes would be required for flows over very rough boundaries. 相似文献
50.
《Geoforum》2015
In the United States, contemporary anti-science education coalitions are increasingly linking climate change and evolution using “teach the controversy” campaigns. Awareness of this political phenomena raises questions about the extent to which portrayals of global warming predictions as mere knowledge claims undermine efforts to increase public understanding of scientific consensus about global warming. This paper uses a critical political ecology framework to explore the problematization of climate change consensus located and performed across discourses of secondary science teaching and learning. Theories of resistance are used to analyze teachers’ everyday experiences with classroom pushback about climate change. Data collection included key informant interviews with state science education stakeholders and on-line survey of 5th–12th grade science teachers in Oklahoma, USA. The article synthesizes the situated discourses of Oklahoma science teachers’ and their attitudes about teaching climate change in the face of public controversy. Our analysis demonstrates teachers marginalized by anti-science controversies but engaged in everyday acts of resistance to political, ideological, and religious norms. Most notably, science teachers re-purpose “teach the controversy” frames as a way to introduce climate change where it might not otherwise be included. We argue that, contextualized within a history of contestation over the teaching of evolution, the practice of teaching ‘both sides’ is an important boundary ordering device that bridges convinced and skeptical discourses in the classroom. This research informs new roles and possibilities for science education on global environmental change by reminding climate scientists, educators, and policy advocates that all climate change knowledge is coproduced. 相似文献