全文获取类型
收费全文 | 110篇 |
免费 | 1篇 |
专业分类
教育 | 77篇 |
科学研究 | 10篇 |
各国文化 | 3篇 |
体育 | 11篇 |
信息传播 | 10篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 2篇 |
2018年 | 4篇 |
2017年 | 7篇 |
2016年 | 2篇 |
2014年 | 1篇 |
2013年 | 15篇 |
2012年 | 8篇 |
2011年 | 11篇 |
2010年 | 4篇 |
2009年 | 7篇 |
2008年 | 5篇 |
2007年 | 4篇 |
2006年 | 7篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1983年 | 2篇 |
1925年 | 1篇 |
排序方式: 共有111条查询结果,搜索用时 327 毫秒
71.
Oliver Schnusenberg Pieter de Jong Lakshmi Goel 《Decision Sciences Journal of Innovative Education》2012,10(3):337-361
The emphasis on study abroad programs is growing in the academic context as U.S. based universities seek to incorporate a global perspective in education. Using a model that has underpinnings in the theory of planned behavior (TPB), we predict students’ intention to participate in short‐term study abroad program. We use TPB to identify behavioral, normative, and control beliefs pertinent to the study abroad context. Our research model hypothesizes that intention is predicted by affordability, willingness to pay, and desire. Moreover, willingness to pay is explained by future job prospects, family expectations, and administrative support. We believe that the elements of TBP are reflective of categories of factors that have been demonstrated as important in the context of short‐term study abroad decisions, but that have not been included in previous studies applying TPB to a study abroad context. We test our research model through a survey of 254 undergraduate business students at a southern U.S. university, and find support for all our hypotheses. Results from our study aid in the understanding of students’ decision‐making process to participate in a short‐term study abroad program and have implications for education and learning in the study abroad context. We also contribute to the extant research in TPB by applying it to the context of studying abroad programs and by identifying, and finding support for, a mediated relationship between beliefs and intentions. 相似文献
72.
Scafoglieri A Tresignie J Provyn S Clarys JP Bautmans I 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(1):100-108
Introduction
The determination of lipid biomarkers by capillary sampling may be useful in the screening, diagnosis and/or personal management of hyperlipidemia and cardiovascular risk. It remains unclear whether the use of the Accutrend® Plus system is appropriate. This study aimed to assess its reproducibility, accuracy and concordance for blood lipid profiling in adults.Materials and methods:
Fasting capillary total cholesterol (TC) and triglyceride (TG) concentration on Accutrend® Plus were compared with their venous analogues obtained by a laboratory reference method in sixty-one adults (27 men and 34 women, aged 33.0 years). Supplementary capillary sampling was performed at two consecutive days taking into account macro-nutrient intake.Results:
The day-to-day reproducibility of the Accutrend® Plus system proved to be high for TC (ICC = 0.85, P < 0.001), but moderate for TG (ICC = 0.68, P < 0.001). Strong correlations (r ≥ 0.80, P < 0.001) with the reference method were found for TC and TG. Mean difference (limits of agreement) were: 0.26 mmol/L (−0.95, 1.47) for TC, and −0.16 mmol/L (−1.29, 0.98) for TG. The concordance for subject classification according to the National Cholesterol Education Program (NCEP) guidelines was significant (P < 0.001), with substantial agreement for TC (κw = 0.67), and moderate agreement for TG (κw = 0.50).Conclusions:
Day-to-day reproducibility of the Accutrend® Plus device for TC and TG is not optimal and lacks accuracy when compared to the reference laboratory method. The concordance between both methods for classifying subjects according to the NCEP is inadequate. Accutrend® Plus device should not be interchangeably used as a substitution for the standard laboratory methods in the diagnosis of hyperlipidemia. 相似文献73.
When radical innovations impact an industry, established incumbents are sometimes displaced by new challengers, yet at other times, survive and prosper. What are the factors that influence these possible outcomes? Extensive as the studies are in providing insights into incumbent-challenger dynamics (ICD), the fragmented nature of the literature and the isolated treatment of various constructs at a particular level of analysis, merit a review and analysis. We (1) identify, collate and analyse several constructs from three categories; the industry, the firm and the challenge, (2) discuss the interactions among these constructs and (3) show that incumbent failure or success can be better understood when these constructs are concurrently analysed. We derive several propositions for stimulating research and develop a holistic multi-level framework for understanding incumbent-challenger dynamics. We pull together strategic management theories at the industry level with those at the organizational and inter-organizational levels in the context of disruptive innovations. We contribute by bringing in the challenge dimension across these levels to inform whether an innovation is disruptive in its effects, not just ex post but also ex ante. For illustrative purposes and to concretize our arguments, we draw on both primary data from the Dutch television industry and archival data from four episodes of disruptive innovations. 相似文献
74.
Colin Williams Pieter Kok Hwang Lee Jonathan P. Dowling 《Informatik - Forschung und Entwicklung》2006,21(1-2):73-82
Quantum information theory holds the promise of revolutionizing technologies other than computing
and communications. In this article we show how quantum entanglement can be harnessed to beat the Rayleigh
diffraction limit of conventional optical lithography, and to permit nano-devices to be fabricated at a scale
arbitrarily shorter than the wavelength used. Given the relative ease of performing optical lithography
compared with other schemes, and the relative costs associated in migrating the lithography industry to
each new fabrication technology, exploiting quantum entanglement to extend the useful life of optical lithography
could be economically attractive. 相似文献
75.
76.
The effects of a Dutch intervention program for dyslexia are reported. The program was individually tailored, depending on the style of reading, the phase of the learning process, and the intermediate results of the treatment. Two groups of participants were involved: (a) a group of children with pure dyslexia (n = 109) and (b) a group that had reading problems but also suffered from cognitive deficits or psychiatric symptoms (n = 29). Scores of reading single words and text at intake and after the intervention were analyzed to assess the efficacy of the intervention program. Furthermore, the effects of pre-intervention variables such as intelligence, reported speech, and language problems and of intervention variables such as the initial level of performance and the duration of the treatment were examined. Both groups benefitted from the intervention, but the children with pure dyslexia profited most. Neither of the groups could catch up the reading deficit. Intelligence and reported speech and language problems did not affect the treatment outcomes. Individual differences in treatment outcome were related to the absolute level of word reading and age at intake. In the group with comorbidity, the intervention program was more successful in relatively younger children. Within this group, the cognitive deficits and types of psychiatric problems were not related to the treatment. 相似文献
77.
AbstractAcross the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘from teaching to learning’ and ‘from governing to governance’ have resonated globally and attracted the attention of researchers. Most sociological accounts of such evolutions attribute them to the development and primacy of a preponderant logic, generally politics/power, culture or the economy. Niklas Luhmann’s systems theory, on which we draw in this article, suggests to start from a different, opposite, premise: not the predominance but instead the lack of any predominant logic characterizes modernity. The functional differentiation of modern society into a multiplicity of—specific yet universal—systems should therefore be the pivotal point that helps make sense of these transformations. We argue that the very coexistence of such systems, their simultaneous and therefore uncoordinated existences, increases the complexity of the social world tremendously and leaves them with an uncertain future. The so-called turns to governance and to learning, we argue, should be understood, respectively, as political and educational attempts to deal with this loss of direction. 相似文献
78.
Pieter Licht 《欧洲师范教育杂志》1991,14(1):19-30
This paper describes a project on electricity education, aiming at the construction of a teaching strategy which takes into account pupils’ alternative conceptions on electric circuits. With this project we want to provide teachers with feasible diagnostic tools and teaching materials in order to promote conceptual change among pupils. The research findings indicate the effectiveness of a teaching strategy in one of the higher forms of secondary education in which an explicit confrontation takes place between the pupils’ own alternative conceptions and some physics concepts in the domain of electricity. 相似文献
79.
Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring. 相似文献
80.
Bert Wiersema Jan Pieter van Oudenhoven 《European Journal of Psychology of Education - EJPE》1992,7(2):95-108
In a field experiment among second, fourth and sixth grade pupils from 27 primary schools, two instruction methods were compared. At 13 schools (control condition) pupils did spelling exercises as usual, i.e. individually. At 14 schools pupils worked in pairs; each pupil was asked to check a partners’ work and discuss mistakes. At grade 2 cooperation led to less off-task behaviour when pupils did spelling assignments of a more complex type. Nevertheless we found a negative effect on achievement. At grade 4 cooperation led to less off-task behaviour for complex assignments and an increase in pupil’s effort as rated by their teachers as well. These findings were accompanied by a weak effect on achievement. Cooperation did not affect effort nor achievement of pupils from grade 6. At none of three grade levels we found indications of better reasoning strategies as a consequence of pair learning. The differential effect of cooperation at the three age levels may be explained in terms of complexity of learning subject and of lesson type. 相似文献