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真空预压淤泥搅拌墙气密性试验分析与应用技术 总被引:3,自引:2,他引:1
通过淤泥搅拌桩墙的抗渗试验、工艺试验和现场试验,从土-水特性关系分析了真空预压期淤泥搅拌桩墙的抗渗时效性、抗渗能力及墙体的抗渗厚度,得出了淤泥搅拌墙在大面积真空预压工程中的共用密封墙桩帽技术及长短桩墙相结合等应用技术,可有效地解决共用密封墙的沉陷开裂和周边密封墙气密性的持久有效性问题。通过对广州南沙港区陆域吹填地基84×104 m2真空预压软基处理工程的应用,从预压期孔隙水压力、水位及真空度分布与变化情况,分析了密封墙气密性及真空预压的加固效果,分析表明:真空预压处理软土地基时,采用优化不透水淤泥搅拌墙方案进行密封处理是可行的。在85 kPa膜下真空度的情况下,1 m厚渗透系数小于10-6 cm/s的淤泥搅拌墙满足气密性的持久性要求。 相似文献
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试桩测试方法对桩基承载特性的影响研究 总被引:6,自引:0,他引:6
吉利黄河公路特大桥施工了2根相同直径的试桩,分别采用锚桩法和自平衡试桩法进行静载荷测试。根据S2(自平衡试桩法,50 m)上段桩与S1(锚桩法,32 m)桩的平均摩阻力进行的对比,二者表现出相似的变化规律,均可采用双曲线模型很好的拟合,取趋于稳定的同一位移(12 mm)进行比较,在中密卵石层中平均负摩阻力约为平均正摩阻力的0.84倍。桩S1,S2的Q-S曲线均呈缓变型,在曲线前半段,两条曲线非常接近。在后半段,随着荷载增大,S1桩的下降速率明显大于S2桩,若取同一位移30 mm进行对比,S2的承载力为59.5×103 kN,S1的承载力为48×103 kN。S1的端阻力占总荷载的比例为22.46 %,为摩擦端承桩。S2端阻力占总荷载的比例只有3.59 %,桩顶沉降基本由桩身压缩引起,为摩擦桩。 相似文献
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沉入饱和软土中的预制制桩的极限承载力随间歇期的增长而增大,这一现象虽已被工程界广泛认可,但至今仍然没有得到很好地解决。有效地确定单桩承载力随时间变化的规律对桩基础设计非常重要。人们提出了多种估算预制桩随时间变化的桩承载力的方法,但由于不同方法有各自的适用性和局限性,算出的结果有时差别很大,在使用时很难准确把握。首先分析了用于估算饱和软土中预制桩承载力随时间变化的几种方法:对数函数法、双曲函数法、人工神经网络法和基于超孔隙水压力消散的理论解析公式法。再以简洁性、理论性、适用性等为准则,结合工程实例,对以上几种方法进行比较,指出各自优缺点,推荐基于超孔隙水压力消散的简化解析方法来估算软土中预制桩承载力随时间变化的规律。 相似文献
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中国土壤有效含水量分布 总被引:7,自引:0,他引:7
1IntroductionAvailable soil water capacity (ASWC) is the volume of soil water that should be available to plants. It is commonly estimated as the amount of water held between field capacity (FC) and permanent wilting point (PWP) with corrections for salin… 相似文献
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Field capacity is a commonly used soil parameter in surface water hydrological models, loosely defined as the moisture content of a soil after drainage. The most commonly applied expression for field capacity is defined as the remaining water in a vertical soil column subject to 1/3 atm. of pressure head. While this quantification is sufficient in some cases, the definition is not consistent with the use of bulk field capacity in calculations of lateral drainage from hillslopes, as required by some surface soil parameterizations, nor does it address additional complications arising from differences in soil texture or sample size. Here, a simple alternative expression for bulk field capacity in a sloping or vertical soil is derived directly from Richards equation with the use of the Brooks‐Corey characteristics. It is demonstrated that this expression is consistent with data acquired from vertical soil columns, but may be extended to additional situations commonly found in surface water models and land surface schemes. The calculation of bulk field capacity requires only the Brooks‐Corey pore size distribution index, soil air‐entry pressure, and hillslope length and slope, and may be considered a physically based alternative to pedotransfer function or lookup table approaches. Copyright © 2010 John Wiley & Sons Ltd and Crown in the right of Canada. 相似文献
1000.
Learning is gaining attention in relation to governance processes for contemporary environmental challenges; however, scholarship at the nexus of learning and environmental governance lacks clarity and understanding about how to define and measure learning, and the linkages between learning, social interactions, and environment. In response, this study aimed to advance and operationalize a typology of learning in an environmental governance context, and examined if a participatory decision-making process (adaptive co-management) for climate change adaptation fostered learning. Three types of learning were identified: cognitive learning, related to the acquisition of new or the structuring of existing knowledge; normative learning, which concerns a shift in viewpoints, values or paradigms, and relational learning, referring to an improved understanding of others’ mindsets, enhanced trust and ability to cooperate. A robust mixed methods approach with a focus on quantitative measures including concept map analysis, social network analysis, and self-reflective questions, was designed to gauge indicators for each learning type. A participatory decision-making process for climate change adaptation was initiated with stakeholders in the Niagara region, Canada. A pseudo-control group was used to minimize external contextual influences on results. Clear empirical evidence of cognitive and relational learning was gained; however, the results from normative learning measures were inconclusive. The learning typology and measurement method operationalized in this research advances previous treatments of learning in relation to participatory decision-making processes, and supports adaptive co-management as a governance strategy that fosters learning and adaptive capacity. 相似文献