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This study examines how healthcare communication professionals (HCPs) cope with workplace stress while working in an inherently stressful industry. In-depth, semi-structured interviews were conducted with 17 HCPs (14 females, 3 males) from seven nonprofit and for-profit hospitals in the midwestern and eastern regions of the United States. Communication positions held by participants included marketing, media/community relations, public information, public relations, corporate communication, and social media. Interviews revealed HCPs use four strategies to cope with workplace stress: prioritizing, seeking colleague support, keeping perspective, and being active. HCPs primarily relied on employee-centered coping strategies, even though all sources of stress were organizationally-based (i.e., workload, lack of resources, client confidentiality). The majority of HCPs emphasized the benefits of using problem-centered (i.e., prioritizing) and emotion-centered (i.e., seeking colleague support) coping strategies. Although mentioned less often, HCPs utilized more avoidance-centered coping strategies (i.e., keeping perspective, being active). More importantly, they highlighted the benefits of using avoidance-centered strategies to help them mentally and physically disengage from workplace stress. Hospital administration should reassess if, and how, they help HCPs effectively cope with workplace stress (i.e., outlets, programs, professional development opportunities) in order to improve the well-being of HCPs and increase the likelihood of organizational success. 相似文献
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This paper reports the results of preliminary research into how Portuguese academics and employers perceive the responsibility of different higher education stakeholders—students, teaching staff, higher education institutions, employers, and policy-makers—for developing graduate employability. The study was conducted 8 years after the implementation of the Bologna Process, the reform that placed employability firmly on the agenda of higher education institutions (HEIs) in Portugal. This paper aims to assess the extent to which higher education is held responsible for developing employability, and to characterize the activities undertaken by the two actors to achieve that end. In particular, with respect to academics, we characterize curricular and other changes to study programmes, and, with respect to employers, their participation in activities undertaken by HEIs meant to ease the transition of students to the labour market. The data comes from a survey responded to by 684 Portuguese academics and 64 employers. Academics and employers alike were found to attribute high responsibility for developing employability to higher education, suggesting that the political message of the Bologna Process regarding the relation between higher education and the labour market has been assimilated. However, the activities reported by both types of respondents indicate only an average commitment to developing employability. Here, the low participation of employers in internal institutional activities is noteworthy, suggesting that the recognition of employers as stakeholders in higher education, as advocated by policy-makers, has yet to happen in Portugal. 相似文献
75.
Cristina Karmas 《美中教育评论》2011,(3):302-316
To succeed as tomorrow's workers in the knowledge society of the new century---a world characterized by ceaseless change, boundless knowledge and endless doubt, today's business writing students must develop the skills and traits needed to become creative problem-solvers, flexible team-players and risk-taking life-time learners (Bereiter, 2002a). And teachers must play an important role in helping students transit successfuUy from school to work by finding ways to develop useful life skills and the flexibility that facilitates a willingness to work cooperatively and a readiness to learn continuously. Preparing today's students for tomorrow's work world challenges 21st century teachers to reinvent their professional personas by creating a fresh professionalism founded not on old, comfortable abilities and attitudes, but on new, unfamiliar skills and traits. For many teachers (most of whom teach exactly as they were taught--typically, following the talk-chalk model that fills a classroom with five or 10 rows of passive listeners in fixed seats, and fills a class period with 50 or 60 minutes of garbled monotones in lecture format), learning to teach in ways they were not taught represents the greatest challenge of their careers (Silberman, 1996; Hargreaves, 2003). Challenging students and teachers to rearrange the furniture and to reconfigure the lecture, a well-considered active learning model (Bonwell & Eison, 1991) can be applied to the business writing classroom (an application unexplored in the literature) to help students develop the abilities and attitudes most required for success in the work world of the 21st century (an area explored in the "futuristic business literature")--to help students learn and transit. In fact, classes in business writing, professional writing and tecl'mical writing can function, through the use of active learning strategies, as dynamic workshops in which students can prepare for the change and doubt of the knowledge society by becoming creat 相似文献
76.
Orlanda Tavares Cristina Sin Alberto Amaral 《Assessment & Evaluation in Higher Education》2016,41(7):1049-1064
In Portugal, the agency for assessment and accreditation of higher education has recently included in its remit, beyond programme accreditation, the certification of internal quality assurance systems. This implies lighter touch accreditation and aims to direct institutions towards improvement, in addition to accountability. Twelve institutions have already undertaken the certification, and both self-assessment and external assessment reports are available. Based on the qualitative analysis of the nature of institutional strengths and weaknesses highlighted in these evaluation reports, the paper aims to understand whether the identified strengths and weaknesses are related to procedural and organisational matters or to cultural change (values and beliefs), in turn offering an insight into the quality culture(s) which characterise higher education institutions in Portugal. Findings suggest that the quality culture of the analysed institutions is somewhere between responsive and reactive. Overall, all reports dwell more on the prioritisation of formal and structural procedures, both regarding strengths and weaknesses. External reports point towards more weaknesses related to stakeholders’ participation. Both aspects are more frequent in polytechnics than in universities. These findings suggest that polytechnics are more reactive, whereas universities are more responsive. Therefore, accountability apparently continues to be, for the time being, a more pressing concern than improvement. 相似文献
77.
Filipe J. Teixeira Catarina N. Matias Cristina P. Monteiro Maria J. Valamatos Joana F. Reis Robert W. Morton 《Journal of sports sciences》2013,31(17):2037-2044
ABSTRACTLeucine metabolites may reduce training-induced inflammation; however, there is scant evidence for this assertion. We conducted a double-blind randomized controlled pragmatic trial where 40 male participants were allocated into 4 groups: α-hydroxyisocaproic acid group ([α-HICA], n = 10, Fat-free mass [FFM] = 62.0 ± 7.1 kg), β-hydroxy-β-methylbutyrate free acid group ([HMB-FA], n = 11, FFM = 62.7 ± 10.5 kg), calcium β-hydroxy-β-methylbutyrate group ([HMB-Ca], n = 9, FFM = 65.6 ± 10.1 kg) or placebo group ([PLA]; n = 10, FFM = 64.2 ± 5.7 kg). An 8-week whole-body resistance training routine (3 training sessions per week) was employed to induce gains in skeletal-muscle thickness. Skeletal muscle thickness (MT), one repetition maximum (1RM), interleukin-6 (IL-6), high-sensitivity C-reactive protein (hsCRP) and tumour necrosis factor alpha (TNF-α) were assessed at baseline and at the end of weeks 4 and 8. Time-dependent increases were detected from baseline to week 8 for MT (vastus lateralis: p = 0.009; rectus femoris: p = 0.018), 1RM (back squat: α-HICA, 18.5% ± 18.9%; HMB-FA, 23.2% ± 16%; HMB-Ca, 10.5% ± 13.8%; PLA, 19.7% ± 9% and bench press: α-HICA, 13.8% ± 19.1%; HMB-FA, 15.5% ± 9.3%; HMB-Ca, 10% ± 10.4%; PLA, 14.4 ± 11.3%, both p < 0.001), IL-6, hsCRP (both p < 0.001) and TNF-α (p = 0.045). No differences were found between groups at any time point. No leucine metabolite attenuated inflammation during training. Additionally, backwards elimination regressions showed that no circulating inflammatory marker consistently shared variance with the change in any outcome. Using leucine metabolites to modulate inflammation cannot be recommended from the results obtained herein. Furthermore, increases in inflammatory markers, from training, do not correlate with any outcome variable and are likely the result of training adaptations. 相似文献
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79.
Marcos Cupani María Cristina Richaud de Minzi Edgardo Raúl Pérez Ricardo Marcos Pautassi 《Learning and individual differences》2010,20(6):659-663
This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13–15 years) were assessed using the following instruments: logical–mathematical self-efficacy scale, mathematics outcome expectations, mathematics performance goals, and mathematics ability test. All of these instruments had been adapted for use in Argentinean students. Academic achievement in mathematics (i.e., grades obtained on regular school exams) was the variable to be modeled through the path analysis technique. The analysis allowed identification of interrelations among the variables and identification of direct and indirect effects. Academic achievement in mathematics was partially explained by the model. Overall, the results support the theoretical postulates of Social Cognitive Career Theory. 相似文献
80.
Cristina Mussinelli 《Publishing Research Quarterly》2010,26(3):168-175
In this article we will provide a general overview of the situation of the digital publishing in Europe starting from the
insights provided by the Editech conference, the international day of advanced study organized by the Italian Publishers Association
and focused on the trends, perspectives and applications of technological innovation in publishing at an international level.
It is the main Italian event dedicated to book publishing with the aim of helping publishers define their short- and medium-term
digital strategies, while being aware of the opportunities and risks involved in the conversion to digital of their business
model. The Editech 2010 main focus had been: the market and the national and international situation of digital publishing,
the new buying and reading behaviors of consumers, e-books and content for e-readers and mobile devices, new production processes
(XML, ePub, digital printing) and the distribution scenario and the diffusion of digital content. 相似文献