全文获取类型
收费全文 | 534篇 |
免费 | 16篇 |
专业分类
教育 | 405篇 |
科学研究 | 24篇 |
各国文化 | 14篇 |
体育 | 52篇 |
文化理论 | 3篇 |
信息传播 | 52篇 |
出版年
2023年 | 9篇 |
2022年 | 3篇 |
2021年 | 7篇 |
2020年 | 17篇 |
2019年 | 29篇 |
2018年 | 20篇 |
2017年 | 28篇 |
2016年 | 36篇 |
2015年 | 20篇 |
2014年 | 25篇 |
2013年 | 108篇 |
2012年 | 22篇 |
2011年 | 12篇 |
2010年 | 9篇 |
2009年 | 12篇 |
2008年 | 11篇 |
2007年 | 8篇 |
2006年 | 11篇 |
2005年 | 11篇 |
2004年 | 11篇 |
2003年 | 15篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1998年 | 2篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 8篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 5篇 |
1976年 | 2篇 |
1965年 | 4篇 |
1963年 | 3篇 |
1928年 | 2篇 |
1927年 | 3篇 |
1925年 | 3篇 |
1924年 | 2篇 |
1899年 | 1篇 |
排序方式: 共有550条查询结果,搜索用时 281 毫秒
21.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
22.
Although sabbatical leave for teachers was suggested in the James Report more than 25 years ago, it remains as much of an unattainable ideal as ever—a sad fact in the light of the message of this paper. What Les Summers tells us clearly illustrates the potential value that sabbaticals might have for teachers: how they might return to school both refreshed and with new and innovatory ideas. The chance to study some schools in Australia enabled Summers to do just this, and he was able to see issues of disaffection here from a new perspective as a result of his experiences. He then went on to develop the idea of a programme which responds to the needs of young school leavers. 相似文献
23.
24.
A. D. C. Peterson Brian Holmes G. De Landsheere Helena W. F. Stellwag Oskar Anweiler J. O. J. Vanden Bossche Abraham Robinson F. I. Calvert H. H. Stern J. F. Willatt Sydney Taylor M. J. Langeveld M. A. Brimer T. N. Postlethwaite Alexandre Vexliard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(1):106-126
25.
26.
27.
Our research is a response to the need to improve the understanding of the complexity of global professional communication. To investigate the complex cultural interpretations that producers and audiences apply to professional texts, we developed a two-year interactive project. Business students in New Zealand and Israel produced promotional “texts” – video clips to promote a university program – which they exchanged with their counterparts overseas to receive feedback. We adapted models of home-made visual communication and advertising which used the categories of participants, settings, topics, and style, to analyze the eight clips. Emergent findings suggested two more categories – information and language – as important analytical tools. Variables of age, gender, intra- and intercultural differences, and (cultural) context also resulted in student audiences’ multiple interpretations of the texts. The outcomes indicate the need to extend the culture-in-context approach for a “situation focused communication approach,” where the primary focus is a group of producers and their audience as they produce and interpret a professional text. This approach also foregrounds contextual variables and a plural understanding of culture to accommodate the potential for miscommunication of business and professional texts in pluricultural contexts. 相似文献
28.
Walter C. Holmes 《Journal of The Franklin Institute》1927,203(4):549-559
It has been shown that the detonation wave from a solid explosive changes in velocity after leaving the explosive. In the case of some low-velocity explosives, e.g., about 2400 metres per second, the velocity of the detonation wave increases by approximately 100–200 metres per second. With other high-velocity explosives, 5000–6000 m./sec., the velocity may decrease to around 4400 metres in some cases.Careful measurements have shown that a zone of uniform velocity exists beyond the surface of the explosive, the dimensions of the zone depending on the diameter of the sphere of the explosive or the diameter of the cartridge detonated. In the case of a -inch dynamite cartridge, the zone of uniform velocity extended for about ten inches, while, with a sphere of explosive four inches in diameter, the zone extended for about 25 inches.An explanation of the reason for the high velocity of the detonation wave in the gaseous medium is suggested, linking it up with either the velocity of sound at the temperatures prevailing or the kinetic velocity of the gaseous particles themselves, the latter explanation appearing to be more in accordance with the determined facts. Such an explanation implies the assumption of extremely high momentary temperatures at the wave front, in some cases of over 40,000° C. These extremely high temperatures are due partly to the heat of combustion of the explosive ingredients but more to the heating effect resulting from the enormous pressures developed at the moment of explosion, as previously applied by Berthelot and Dixon in the study of gaseous explosions. Adiabatic conditions are assumed in such calculations. With such an explanation, reasonable agreement between theory and fact is obtained for a number of explosives, and the discrepancies that exist are in cases where discrepancies might be expected. 相似文献
29.
Jamie Lausch Vander Broek 《图书馆管理杂志》2015,55(2):131-141
In the past seven years, the University of Michigan Library's programming model has evolved to be responsive and reflective of staffing areas of interest and expertise. Our team-based, iterative model enables us to develop responsive exhibits, workshops, experiences, and events in our community. This article explores our experiences in developing this model through the lens of some of our collaborations with the Ann Arbor District Library (AADL). Our approach to programming opportunities builds on learning by doing, building deeper, mutually beneficial relationships with other organizations, and continually making sure we are truly developing programming with our audience (our community) in mind. While public and academic libraries often develop distinct sets of services, collections, and expertise to serve their respective communities, successful collaborations can yield interesting opportunities for more effective engagement and programming. Our relationship with AADL has helped us to identify and better understand how we can connect our teaching and research missions with the interests and needs of the broader community in which we are situated. 相似文献
30.
Wayne Holmes 《Learning, Media and Technology》2011,36(1):5-19
Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning. 相似文献