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141.
Morgen EB 《Medical reference services quarterly》2003,22(1):11-19
Personal digital assistants (PDAs) have grown from being a novelty in the late 1990s to an essential tool for healthcare professionals in the 2000s. This paper describes the experiences of a librarian who implemented PDA technology first in a hospital library, and then at an academic medical center library. It focuses on the role of the library in supporting PDA technology and resources. Included are programmatic issues such as training for library staff and clinicians, and technical issues such as Palm and Windows operating systems. This model could be used in either a hospital or academic health sciences library. 相似文献
142.
Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD 总被引:2,自引:0,他引:2
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD. 相似文献
143.
David G. Wareham Takis P. Elefsiniotis David G. Elms 《European Journal of Engineering Education》2006,31(6):651-660
This paper describes a method of introducing ethics to a second-year class of civil engineering students. The method, known as a ‘structured controversy’, takes the form of a workshop where the students assume the identity of stakeholders having an interest in a proposed development in an environmentally sensitive region. The instructor enhances the workshop by deliberately feeding incorrect information into a catalogue of facts that each stakeholder has at their disposal. After the workshop, the instructor draws out three ethical frameworks from which the stakeholders operate. A key component of the exercise is that the students do not know beforehand that the environmental workshop is being used to introduce ethics. When the connection is revealed, the students appreciate that much of their behaviour during the role-play was because they inadvertently adhered to an unknown ethical platform. Since it is an environmental simulation, an explicit connection can be made to the debate over ‘who’ to include in the moral community. In addition, a link can be drawn to the notion of sustainable development which, in this paper, is advocated as an ethical rather than a technical concept. 相似文献
144.
This study examines if and how gender relates to research evaluation via panel assessment and journal ratings lists. Using data from UK business schools we find no evidence that the proportion of women in a submission for panel assessment affected the score received by the submitting institution. However, we do find that women on average receive lower scores according to some journal ratings lists. There are important differences in the rated quality of journals that men and women publish in across the sub-disciplines with men publishing significantly more research in the highest rated accountancy, information management and strategy journals. In addition, women who are able to utilise networks to co-author with individuals outside their institution are able to publish in higher-rated journals, although the same is not true for men; women who are attributed with “individual staff circumstances” (e.g. maternity leave or part-time working) have lower scores according to journal ratings lists. 相似文献
145.
Marko Lüftenegger Marlene Kollmayer Evelyn Bergsmann Gregor Jöstl Christiane Spiel Barbara Schober 《High Ability Studies》2015,26(2):227-243
One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy. 相似文献
146.
Genevieve Leung Evelyn Y. Ho Han-Lin Chi Siyuan Huang Isabelle K. Ting Donald Chan 《Journal of International and Intercultural Communication》2018,11(4):271-285
This paper explores discursive ways Chinese American older adults with type 2 diabetes mellitus (T2DM) take ownership of their health management. Fifteen patient stakeholders with T2DM took part in four focus group interviews. We used qualitiative discourse analysis to examine how participants used the phrase, “We (Tong) Chinese,” and variants, to index models of Chinese-living-in-the-U.S. personhoods, to incorporate “Chinese” and “western” ways of doing health management, to be Chinese American, and to interact with medical practitioners. We show how terms like “Tong” distinguish transnational boundaries and position participants in claiming “Chinese-in-America-ness” in relevant ways. Findings have implications for healthcare providers, health education, and intercultural communication. 相似文献
147.
Cathy F. Telzrow Evelyn Century Barbara Whitaker Carol Redmond Barbara Zimmerman 《Psychology in the schools》1983,20(4):427-432
The Boder Test may represent a viable screening instrument for the identification of dyslexia and dyslexic subtypes. Proportions of the 30 LD children studied identified by Boder's classification system as dysphonetic (63.3%), dyseidetic (6.7%), and mixed dysphonetic-dyseidetic (13.3%) were similar to those reported in earlier studies. Neuropsychological characteristics associated with the Boder categories were consistent with the literature: Significantly fewer dysphonetic readers were represented in the V > and Spatial<Sequential IQ groups, and left-handedness and left-hand tapping preference were overrepresented in the mixed dyslexic category. Black children who had been identified as learning disabled on the basis of other tests were categorized as normal readers by the Boder, suggesting its possible use as a nonbiased measure of reading. 相似文献