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21.
Harriet J. Rudolph 《Communication Studies》2013,64(1):319-332
Robert F. Kennedy's University of Capetown Address is an example of an epideictic speech in which values are a matter of conflict rather than social consensus. The situation facing Kennedy in Capetown in 1966 posed a difficult rhetorical challenge. It involved a politically explosive climate, an audience with a need for direction and support, and a set of moral imperatives that required skillful treatment. This evaluation focuses on Kennedy's artful management of deliberate ambiguity in achieving his rhetorical success. 相似文献
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Children's exposure to intimate partner violence (IPV) is increasingly recognized as a type of child maltreatment that has a level of impairment similar to other types of abuse and neglect. Despite advances in the area of IPV, the safety planning strategies recommended as part of the overall response to IPV need to be examined in terms of their implications for children. This article discusses these strategies within the context of child safety, comparing IPV safety planning with approaches aimed at reducing exposure to other types of violence such as child sexual abuse, as well as general child safety strategies. Despite the emphasis on safety planning in information available on responding to IPV, the actual effectiveness of such planning in improving safety and reducing violence is unknown. Safety planning provided to children by a parent experiencing IPV, especially when IPV is ongoing and not recognized by anyone outside the home, may lead to confusing messages for children, particularly if there is an emphasis on secrecy. While awaiting evidence about the effectiveness of specific safety planning strategies for children, we suggest basic principles and general strategies that emphasize universality in terms of education about any type of violence or abuse in the home being unacceptable, as well as the need to focus on safety in general. 相似文献
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For decades, group work scholars have described a discrepancy between student preparation for group work practice and opportunities to work with groups in the field practicum and professional practice. Educators in related disciplines such as counseling and psychology have expressed similar concerns. This article reports findings of a study of MSW students in a program that includes a practice methods specialization in group work. The purpose was to determine the prevalence of group assignments among all students regardless of their method specialization. A majority of all respondents reported substantial opportunities to practice group work and receive appropriate supervision. Opportunities for majors in group work were significantly greater than for their non-group work counterparts. However, a majority of all students did not feel classes prepared them for group practice. Findings suggest social work must renew its commitment to preparing all students for this practice modality. 相似文献
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Harriet Dismore 《International Journal of Lifelong Education》2016,35(3):254-269
This paper examines the ways in which learning in higher education can influence a person’s modus vivendi or way of life. The cases of three individuals following transition to higher education from an apprenticeship in England are presented. Data from individual interviews were analysed according to approaches to reflexivity. In all three cases, the findings show changes to practice in various areas of life and work, which in turn prompted them to revisit their initial concerns. The modus vivendi was influenced by different approaches to reflexivity in addition to new concerns or tensions that arose. Also permeating lived experiences were the role of networks (both personal and at work) and the enjoyment of higher level learning that could act as pivotal enablements or constraints. 相似文献
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Harriet P. Lefley 《Int J Intercult Relat》1985,9(3):305-318
In a 3-year period, 174 mental health professionals received intensive 8-day cross-cultural/interracial communication workshops involving didactic, transactional, experiential, and cultural immersion techniques. Comprehensive evaluation strategies investigated changes in social distance, attitudes, and values comprehension, as well as improvement in therapeutic performance. Comparison of 68 white and 54 black clinical practitioners indicated significant differences in impact, with the former more oriented toward cognitive and attitudinal change, and the latter toward insight into personal identity and role conflict. Among white trainees, increased values comprehension, increased agreement with preferential treatment for minorities, and decreased social distance to tri-ethnic (black, Hispanic, white) stimulus figures at three socioeconomic status (SES) levels, were associated with improved therapeutic skills with a poor black client. Among black trainees, self-distancing responses to social, attitudinal, and values items which implied both acknowledgment and rejection of “black professional” identity, were associated with highly significant improvement in therapeutic performance with a poor black client. In addition to demonstrated efficacy in building knowledge and skill, cross-cultural training appears to be a consciousness-raising process for minority professionals conflicted about culture-abandonment and irrelevancies in clinical training. 相似文献
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Ayo A. Coly 《Culture, Theory & Critique》2016,57(3):391-407
Karmen Gei (2001) by Senegalese filmmaker Joseph Gai Ramaka is the first African adaptation of Carmen. The film garnered attention for its indulgent sexuo-erotic rhetoric and its reinvention of Carmen as a bisexual libertine. Most critical assessments of Karmen Gei have accordingly applauded Joseph Gai Ramaka's ‘daring’ and ‘innovative’ intervention into the political and heteropatriarchal landscape of postcolonial Senegal, a country with a strong, increasingly radicalised, Moslem majority and a nascent yet burgeoning homophobia. Yet the peculiar trajectory outlined in the title of my essay, whereby Bizet's Carmen travels to the African postcolony and gets queered by/in the postcolonial moment, grounds the queer in the postcolonial and asserts that the queer is organic to the postcolonial. More precisely, the postcolonial adaptation of Bizet's Carmen offers a theoretical template for rethinking the interface between the postcolonial and the queer by showing how Carmen goes effortlessly if not inevitably queer in the postcolony as a result of intrinsic postcolonial modalities of power, resistance and subjectivity. 相似文献
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Harriet H. Shoen 《The Educational forum》2013,77(1):30-38
This article describes a professional development program that inspired some high school teachers to drastically reshape their teaching of chemistry toward a more learner-centered practice. Through interviews, they identified a freedom to explore and a sense of being trusted and respected as key aspects that supported this new approach. Rather than advocating a single outcome, the expectation is that teachers will refine their practice in ways that are important for their own contexts. 相似文献