全文获取类型
收费全文 | 523篇 |
免费 | 6篇 |
专业分类
教育 | 421篇 |
科学研究 | 20篇 |
各国文化 | 7篇 |
体育 | 30篇 |
文化理论 | 3篇 |
信息传播 | 48篇 |
出版年
2021年 | 9篇 |
2020年 | 11篇 |
2019年 | 13篇 |
2018年 | 18篇 |
2017年 | 25篇 |
2016年 | 15篇 |
2015年 | 13篇 |
2014年 | 13篇 |
2013年 | 125篇 |
2012年 | 15篇 |
2011年 | 12篇 |
2010年 | 18篇 |
2009年 | 13篇 |
2008年 | 12篇 |
2007年 | 10篇 |
2006年 | 13篇 |
2005年 | 7篇 |
2004年 | 8篇 |
2003年 | 5篇 |
2002年 | 13篇 |
2001年 | 8篇 |
2000年 | 8篇 |
1999年 | 17篇 |
1997年 | 3篇 |
1996年 | 16篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 9篇 |
1990年 | 5篇 |
1989年 | 9篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1972年 | 3篇 |
1971年 | 4篇 |
1958年 | 1篇 |
1927年 | 2篇 |
1925年 | 1篇 |
1921年 | 3篇 |
1920年 | 2篇 |
排序方式: 共有529条查询结果,搜索用时 15 毫秒
41.
Tammy J. Rhine Dawna M. Milligan Lynne R. Nelson 《Community College Journal of Research & Practice》2013,37(6):443-453
Community college students transferring to a 4-year college or university face a variety of challenges. Social and academic issues can pose potential hurdles to graduating with a bachelor's degree for these students. Community colleges and 4-year institutions must work closely together to create more efficient and effective partnerships for students transitioning through the higher education system. This article makes suggestions for community college staff and faculty members to help transfer students successfully transition into university life and complete a bachelor's degree. 相似文献
42.
43.
44.
45.
Lynne Callaghan Alan Doherty Susan J. Lea Daniel Webster 《Health information and libraries journal》2008,25(4):253-260
Background: Students on health and social care degree programmes spend 50% of their time on practice placements. Because of the diversity of settings and the need to evidence their work, it is vital to understand the information and resource needs of placement students. Objectives: The aim of this investigation was to understand the needs of placement students in terms of accessing resources whilst they are in the field in order to inform a guide to meet these needs. Methods: Focus groups were conducted with students on midwifery, social work and post‐registration health professions degree programmes on three different sites across the region. Data were analysed using Thematic Content Analysis. Results: Three themes emerged from the data: inequality, user education needs and students’ solutions and strategies. Conclusions: It is essential to speak to placement students in order to understand their needs in terms of accessing and using library resources. The timing and content of information skills training is key to meeting student needs while on placement. 相似文献
46.
47.
Administrators in libraries of all types face the challenge of managing and planning in times of static or declining funding and rapidly changing technology. What tools do they use to gather and employ data for decision-making and evidence-based management? Are the same tools and techniques useful for all types of libraries? Although there are established measurements and metrics for academic libraries, there are few, if any, for others such as hybrid presidential libraries which are not part of the National Archives and Records Administration (NARA) system. This column identifies the metrics used by the pre-NARA presidential libraries and compares them to metrics used by a subgroup of Carnegie Research 1 and Research 2 libraries, those that do not participate in Association of Research Libraries (ARL) statistics program. It identifies similarities and differences. 相似文献
48.
In light of recent outbreaks of measles and other vaccine-preventable diseases, childhood vaccination has been the subject of significant attention and controversy. Much information seeking and debates about vaccines take place on social media, yet the effects of information context-specific factors on parental information seeking and sharing and information source assessment remain unknown. Through the lenses of reductionist thinking and cognitive authority, this study employed a multimodal critical discourse analysis approach to analyze the textual and graphic information within a public anti-vaccine Facebook group. Findings show that parental information seeking and sharing worked to create an isolated, sentimentalized information context favoring immediacy and emotional impact over scientific research and statistical evidence. Because participants shared fundamental beliefs and goals around vaccines, group members held cognitive authority despite the lack of expertise or evidentiary support in their postings. This controversial information-based movement poses challenges and opportunities for library outreach and information provision. 相似文献
49.
Katherine G. McDaniel Taylor Brown Caitlin C. Radford Cynthia H. McDermott Trudy van Houten Martha E. Katz Dana A. Stearns Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251
Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment. 相似文献
50.