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101.
Anna Loe Russell T. P. Yeatman Ray E. Bruce Gurney Chambers Mohammed Sabie Josephine H. Magnifico 《Peabody Journal of Education》2013,88(3):184-185
Educational Sociology: A Subject Index of Doctoral Dissertations Completed at American Universities, 1941–1963. Francesco Cordasco and Leonard Covello, compilers. (New York: Scarcecrow Press, 1965. Pp. 226. $5.00.) The Prospective Teacher's Knowledge of Library Fundamentals. Ralph Perkins. (New York: Scarcecrow Press, 1965. Pp. 202. $4.50.) Adolescents and the Schools. James S. Coleman. (New York: Basic Books, 1965. Pp. 121. $4.50.) The Emergent in Curriculum. Gail M. Inlow. (New York: John Wiley and Sons, Inc., 1966. Pp. 353. $6.95.) Studying History: How and Why. Robert V. Daniels. (New York: Prentice‐Hall, 1966. Pp. 105. $1.50. Paperback) Physical Education: A Problem‐Solving Approach to Health and Fitness. Perry B. Johnson and others. (New York: Holt, Rinehart and Winston, 1966. Pp. 486. $6.95.) Teaching Contemporary Mathematics in the Elementary School. Charles F. Howard and Enoch Dumas. (New York: Harper and Row, 1966. Pp. 309. $7.50.) Education in Metropolitan Areas. Robert J. Havighurst. (Boston: Allyn and Bacon, 1966. Pp. 260. $3.50 Paperback) The Adolescent Experience. Elizabeth Douvan and Joseph Adelson. (New York: John Wiley and Sons, 1966. Pp. 471. $7.95.) 相似文献
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103.
Where Arab social science and humanities scholars choose to publish: Falling in the predatory journals trap
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The purpose of this paper is to report the findings of a study of publishing behaviour among a group of Arab scholars in social science and humanities disciplines. The paper also investigated the number of Arab scholars who are publishing in predatory journals and the reasons that drive them to select these journals to share their scholarly findings. The study adopted a mixed methods approach. Eighteen journals that were categorized as predatory journals were scanned to find the number of Arab scholars who published in them. Then, a questionnaire was sent to Egyptian and Saudi scholars as they were found to be the top Arab contributors in these journals. The questionnaire was followed by semi‐structured interviews to gain an in‐depth understanding of the publishing behaviour. The data showed that many Arab scholars prefer publishing in predatory journals as these journals are easier and faster. The results also indicate that there is a need to raise the awareness of the harm that predatory journals can cause to the scholars and how they can avoid these journals. This study was conducted with social science and humanities scholars in Egypt and Saudi Arabia. The publishing behaviour may differ in other scholarly disciplines and other Arabic countries. 相似文献
104.
This study employs content analysis to examine how the New York Times and St. Louis Post-Dispatch framed “Black Lives Matter” protests in the aftermath of the shooting of unarmed black teenager Michael Brown. The researchers examine all New York Times and St. Louis Post-Dispatch articles dealing centrally with the Michel Brown protests during three separate time periods corresponding to heavy protest activity. The coding scheme measured dominant frame direction, article length, sourcing, and mention of protester crimes. Contrary to expectations, the papers provided overwhelmingly sympathetic coverage of “Black Lives Matter” protests. In describing the protests, both newspapers were much more likely to employ a “positive” frame suggesting peacefulness and order than a “negative” frame suggesting lawlessness and deviance. Neither newspaper over-emphasized protester-perpetrated crimes, with both papers making relatively infrequent mention of looting, arson, assault, and gunfire, respectively. Importantly, both newspapers directly quoted protesters much more often than they quoted police officers and other government officials. 相似文献
105.
Two classes of community college students having less than the usual minimal preparation required for admission were taught half of a basic science course using individualized instruction and half using traditional instruction. The course was divided into chemistry and physics segments and random halves of each class received the individualized treatment in one segment and the traditional treatment in the other. The individualized treatment was found to yield superior achievement gains and more positive attitudes toward science than the traditional treatment while both resulted in equivalent student satisfaction. No differences between segments were obtained. Of the four treatment-segment combinations, individualized physics appeared to yield the greatest achievement. Individualized instruction was concluded to be effective. 相似文献
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Maali Mohammed Jassim Alabdulhadi 《British Journal of Religious Education》2019,41(4):422-434
ABSTRACTWith widespread media coverage of religious ‘extremism’, there is a great deal of interest in how religious identities and principles of tolerance – or intolerance – are learned and manifested. The current study investigates the extent to which high school Islamic Education textbooks reflect Islamic religious tolerance, and how this topic presented. A content analysis for religious-tolerance topics was conducted in the Islamic Education textbooks in Kuwaiti high schools; the results show that tolerance is mentioned much more often than intolerance, but there is still room for improvement. 相似文献
108.
Saraswathi Susarla Mohammed Kunhi Kishore Kumar Praveen Shetty 《Indian journal of clinical biochemistry : IJCB》2002,17(2):101-103
Excess glucocorticoids exert feedback suppression on hypothalamus and pituitary, Thereby the release of CRH and ACTH are suppressed
which results in bilateral adrenal cortical atrophy, at the same time patients is having features of latrogenic Cushing syndrome.
The interesting part of this case is excess glucocorticoids have exerted cross feedback suppression on hypothalamus and pituitary
resulting in suppression of release of GHRH, GH and LHRH, LH and FSH also from hypothalamus and pituitary thereby resulting
in growth retardation as well as hypogonadotrophic hypogonadism. Combination of feedback and cross feedback effect of excess
glucocorticoids are seen in one patient which is an interesting part of the case. 相似文献
109.
Mohammed Amin Almaiah 《Education and Information Technologies》2018,23(5):1873-1895
Along with the significant development of information and communication technologies (ICTSs), an incredible number of mobile applications have become available. Hence, the main purpose of the current study is to investigate the use and acceptance of the ‘Mobile Information System’ developed and implemented by University of Jordan, which Known as (Mobile Student Information System). Data were obtained from 275 undergraduate students of University of Jordan via questionnaire to test the ‘Mobile Services Acceptance Model’ using Structural Equation Model. The results reveal that user acceptance of mobile information system services is largely affected by trust, perceived security, perceived ease of use and perceived usefulness. Findings also show that context of applications is a strong motivational factor of perceived ease of use and perceived usefulness, which then significantly affects user intention to use mobile information system. While, the personal characteristics and features do not have effect on user intentions. Both theoretical and practical implications of the study’s findings are discussed. 相似文献
110.
Up to one-third of Americans who take foreign assignments are unsuccessful, largely because of either the lack of experience in, or training for, intercultural living or working. This lack of success is indeed problematic at a time when American businesses must seek global markets. The poor success rate has precipitated increased interest in cross-cultural training. Much of the reported cross-cultural training is experiential, however, and is therefore limited in transferability to other situations. The experiential base often provides no analytical structure for developing training programs for other situations. This article reviews both research and experiential literature and presents a three-axis matrix as an analytical base for developing cross-cultural training. The axes systematically focus attention on differences in culture, function (task roles), and situations. 相似文献