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301.
Optimal pricing and grant policies for museums 总被引:1,自引:0,他引:1
The “free access” policy designed by the British Government has encouraged interest in museum financial issues. We define a principal-agent model for museum administration where there are two income sources: public grants and ticket revenues. This model allows us to define the optimal contract determining public grants, ticket prices, budget and managerial effort. We find a theoretical explanation for the inelastic pricing strategy commonly adopted in cultural economics. We further find that museum manager should never have any control over the price of tickets. The model can also be applied to other institutions, such as schools or NGOs, which are able to raise funds directly from private (e.g., ticket revenues or membership fees) or public sources.
JEL Classification number H20, H42, C70, D80, Z10 相似文献
302.
周子安 《福建工程学院学报》2017,(1):97-102
以TRIZ理论中的技术预测理论和矛盾矩阵思维为基础,根据氯化芳烃同分异构体分离技术的主要技术手段、功能、效果构建不同子技术分析框架。分析发现氯化芳烃同分异构体分离技术仍处于成长期,其技术热点主要分布在精馏提纯作业连续性和催化分离技术领域,技术空白点则分布在精馏和分子吸附过程安全技术方面。 相似文献
303.
Rita Zajácz 《The Information Society》2017,33(1):23-34
Between February 2011 and October 2013, Silk Road operated the largest and most sophisticated anonymous online marketplace for illegal drugs. More than a business venture, it was designed for anarcho-capitalist resistance to state power. The primary research question of this inquiry is: Can a stable market, defying the state, emerge under conditions of online anonymity? The article shows that Silk Road was built on a contradiction. On the one hand, strong cryptographic anonymity was embraced because it facilitated hiding from the state. On the other hand, the very same cryptographic anonymity made it difficult to impose rules and create a stable market. Silk Road sought to cultivate subcultural norms to ensure proper behavior in face of anonymity but they were not strong enough to control the behavior enabled by its architecture. 相似文献
304.
Mike Joy Jane Sinclair Shanghua Sun Jirarat Sitthiworachart Javier López-González 《Education and Information Technologies》2009,14(2):105-126
The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing
appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications
in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed
for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy,
specifically aimed to help new researchers in the field understand what types of papers are published and where they appear.
Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe
certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus
and those emerging from more general Higher Education literature. 相似文献
305.
We present an overview of the special issue in this paper. The main objective is to provide information for lecturers on how
to improve the student experience, using current knowledge in the field. To this end we present an overview of six papers
covering areas as diverse as tools and methods used to support teaching and learning, pedagogical challenges in teaching mathematics
for search, etc. 相似文献
306.
307.
Different forms of accountability are part of educational restructuring across Europe. This article will focus on the different
national configurations of accountability from teachers’ point of view. A comparative perspective will enlarge on commonalities
and differences between teachers’ experiences in Spain, Portugal, Ireland, England, Sweden, Finland, and Greece. The results
obtained demonstrate, on the one hand, that educational policy regarding state-initiated standardization and accountability
measures vary highly within the EU. On the other hand, it emerged that the oft-cited discussion between a beneficial professional
versus a simplistic performance-oriented form of accountability misses the general disbelief of teachers towards all forms
of accountability. Although their work has been increasingly rendered visible over the recent past, teachers pinpointed the
mismatch between monitored needs and available resources to effectively transform their educational practice. 相似文献
308.
István Hargittai 《Resonance》2010,15(11):1054-1054
Information and Announcements
Nobel prize 2010 相似文献309.
María José Fernández Díaz Rafael Carballo Santaolalla Arturo Galán González 《Higher Education》2010,60(1):101-118
The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability,
compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known
as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education
in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other
European countries into European higher education more generally entails these challenges. In order for necessary changes
in faculty development and training to take place, university managers and policy makers must account for designing training
plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes
in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense
de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education
in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA,
the investigators sought to understand the importance that faculty members place upon professional development and how current
approaches to professional development at the university level could be improved. The results indicate a degree of ignorance
regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While
many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses
also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies
into their work in higher education. 相似文献
310.
Today’s economics and business students are expected to be our future business people and potentially the economic leaders
and politicians of tomorrow. Thus, their beliefs and practices are liable to affect the definition of acceptable economics
and business ethics. The empirical evaluation of the phenomenon of cheating in academia has almost exclusively focused on
the US context, and non-US studies usually only cover a narrow range of countries. This paper presents a comprehensive, cross-country
study on the magnitude and determinants of cheating among economics and business undergraduates, involving 7,213 students
enrolled in 42 universities located in 21 countries from the American (4), European (14), Africa (2) and Oceania (1) Continents.
We found that the average magnitude of copying among economics and business undergraduates is quite high (62%) but there was
significant cross-country heterogeneity. The probability of cheating is significantly lower in students enrolled in schools
located in the Scandinavian, and the US and British Isles blocks when compared with their Southern European counterparts;
quite surprisingly this probability is also lower for the African block. On a distinctly different level, however, students
enrolled in schools in Western and especially Eastern European countries reveal statistically significant higher propensities
towards committing academic fraud. 相似文献