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91.
Alistair G. Tough 《Archival Science》2012,12(3):245-265
The educational institutions that train archivists and records managers in Europe and North America have not engaged with the challenges of orality until very recently. As their counterparts in Africa are modelled on the earlier version of European and North American practice, they do not address the relationship between oral cultures and written records either. This article attempts to address this significant omission. It is grounded on evidence gathered during a fellowship at Chancellor College in Malawi and arises from the author??s work in preparing courses on archives and records management for a planned postgraduate degree. The methodological limitations imposed by the author??s lack of the appropriate African language skills are acknowledged. It is observed that the colonial archive has been subjected to vociferous criticism and that oral history programs have been advocated to fill perceived gaps. Yet, paradoxically the colonial archive is itself largely the product of a process of turning oral communications into written records. The nature of the processes and of the products is discussed. It is argued that these archives, like all archives, need to be interpreted as products of their historical and cultural setting. If users can read them ??with the grain??, then they may be able to utilise them for a range of purposes never envisaged by the creators of the records. 相似文献
92.
The National Tennis Centre in Melbourne, Australia, occupies a symbolic role in the repositioning of a once ‘rust-belt’ city as a place for ‘footloose’ capital and tourism. This paper explores the decisions that have been made by successive Victorian state governments between 1984 and 1998 to construct and upgrade the National Tennis Centre. Thematic content analysis of three daily newspapers, and one monthly tennis magazine, was undertaken to map political decisions and accompanying public discussion surrounding the foundation and upgrades of the National Tennis Centre. Successive state governments, representing both the left and right side of politics, have adopted an urban entrepreneurial approach to development and economic regeneration of Melbourne since the early 1980s. Targeting sport as a competitive advantage, significant public investments have been made to ‘sell’ this product to consumers identified as citizens and tourists. Worthy of note, and of particular concern, is the limited consultation with important interest groups, particularly environmentalists and the citizenry, when creating an elite sporting entertainment centre. 相似文献
93.
We analyse the implementation of a new New Zealand physics curriculum from a socio‐cultural perspective. We explore the development of the curriculum document and examine the obstacles to its implementation. Change was compromised by the lack of any intersubjective linkage between teachers and the curriculum designers. The teachers’ own community of practice was most influential in how implementation occurred. Curriculum change processes and discourses must be made transparent so that teachers can have a framework for ‘dereification’ of a curriculum document into their classroom practices. Without planning for teachers’ participation in the negotiation of curriculum meanings, curriculum developers themselves become marginalized, and the cultural objects they have developed will be adopted in unanticipated ways. 相似文献
94.
Carly C. Sponarski Jerry J. Vaske Alistair J. Bath TA Loeffler 《The Journal of environmental education》2013,44(4):296-306
ABSTRACTAn experiential education program was designed to target risk perceptions and preventative measures that make people feel comfortable in human-coyote interactions. The research was conducted in a Canadian national park where a coyote caused a human fatality in 2009. Based on previous research, we explored the effects of an experience-based coyote education program on people's (a) attitudes toward, (b) fear of, (c) likelihood of, and (d) control over coming into contact with coyotes. A pre-post-test experiment (n = 150; 96% completion rate) was conducted. The experiential education approach to wildlife safety and coexistence communication had a significant positive effect on people's attitudes, significantly decreased their sense of fear toward coyotes, significantly decreased their sense of likelihood, and increased their sense of control in human-coyote interactions. 相似文献
95.
Katherine Elizabeth Black Alistair David Black Dane Baker Kirsty Fairbairn 《European Journal of Sport Science》2018,18(8):1049-1057
There is limited research studying fluid and electrolyte balance in rugby union players, and a paucity of information regarding the test–retest reliability. This study describes the fluid balance of elite rugby union players across multiple squads and the reliability of fluid balance measures between two equivalent training sessions. Sixty-one elite rugby players completed a single fluid balance testing session during a game simulation training session. A subsample of 21 players completed a second fluid balance testing session during an equivalent training session. Players were weighed in minimal clothing before and after each training session. Each player was provided with their own drinks which were weighed before and after each training session. More players gained body weight (9 (14.8%)) during training than lost greater than 2% of their initial body mass (1 (1.6%)). Pre-training body mass and rate of fluid loss were significantly associated (r?=?0.318, p?=?.013). There was a significant correlation between rate of fluid loss in sessions 1 (1.74?±?0.32?L?h?1) and 2 (1.10?±?0.31?L.?h?1), (r?=?0.470, p?=?.032). This could be useful for nutritionists working with rugby squads to identify players with high sweat losses. 相似文献
96.
Gender ratio in dyslexia 总被引:4,自引:4,他引:0
This paper is based on a study carried out in Great Britain on a national sample of 11,804 ten-year olds. The first section
describes an attempt to pick out cases of “specific developmental dyslexia” (Critchley 1970), a constellation or syndrome
of difficulties which some believe to be recognizable clinically. When specified criteria for dyslexia were used, 269 children
qualified as dyslexic (2.28 percent of the sample). These included 223 boys and 46 girls, for a ratio of 4.51 to 1. Two possible
difficulties in interpreting these data are discussed, and a defense is offered of the criteria used.
Since some recent research papers report a gender ratio much nearer 1:1 (Shaywitz et al. 1990; Wadsworth et al. 1992; Lubs
et al. 1993), those papers were examined for possible differences in procedure; it was found that the definition of dyslexia
they used was “poor reading in relation to intelligence.” We carried out a further analysis on our own data using the same
criterion. Of the 494 children who qualified as dyslexic on the basis of discrepancy criteria alone (4.19 percent of the sample),
314 were boys and 180 were girls for a ratio of 1.69 to 1. It seems, therefore, that the apparent differences in gender ratio
reported in the literature have arisen because different criteria for dyslexia have been used.
We argue that the definition based on clinical criteria leads to a more powerful taxonomy and that the widespread equation
of “dyslexia” with “poor reading” is a hindrance to progress. 相似文献
97.
M. Miles 《International Journal of Disability, Development & Education》1998,45(4):431-448
Integration of children with disabilities in ordinary schools and extension of basic health care to rural areas developed slowly during the past 130 years in British India and then Pakistan, along with the rise of urban disability service centres. In the 1980s many centres experimented with outreach projects and varieties of Community Based Rehabilitation (CBR), but mental handicap (or intellectual disability) has had low priority in these efforts. Projects continued to be dominated by professionals and to undervalue latent family and community knowledge and capacities for management of mental handicap. More critical evaluation, analysis, and reflection have now begun. Strategies are suggested that start with the existing realities and strengths of families and communities, using professional knowledge to enhance rather than replace them. Promising examples from Bangladesh for enlisting formal and informal education and social welfare infrastructure to benefit children with mental handicap are described. 相似文献
98.
Approaches to studying in distance education 总被引:3,自引:0,他引:3
Responses to the Approaches to Studying Inventory were obtained from 2,288 post-foundation students taking courses by distance learning at the Open University. A factor analysis of their subscale scores produced a solution that was commensurable with results of earlier research carried out with campus-based students. Indeed, their approaches to studying were more appropriate to the avowed aims of higher education, but this could be attributed to age differences between campus-based and distance-learning students. The approaches to studying of distance-learning students were affected by background variables such as gender, age, academic discipline and prior education, and they were more appropriate to the avowed aims of higher education than those of other students taking foundation courses by distance learning. Even when effects of background variables were taken into account, the distance-learning students' approaches to studying were related to pass rates and final grades. In particular, there was a strong negative association between reproducing orientation and academic outcome. 相似文献
99.
Black students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus on their interactions with non-Black peers. Data were collected through semi-structured interviews with Black doctoral students from 11 Predominantly White Institutions in the United States. To analyze the experiences of our participants, we utilized two theoretical frameworks: Racial microaggressions and identity nonverification. Across the interviews, participants described various forms of racial microaggressions that greatly challenged their sense of belonging and identities as engineers. This research affirms the need to develop initiatives at the departmental and institutional levels to encourage more inclusive spaces for diverse students in STEM doctoral programs and to combat the types of exclusionary practices found in this study. 相似文献
100.