全文获取类型
收费全文 | 186篇 |
免费 | 8篇 |
专业分类
教育 | 150篇 |
科学研究 | 6篇 |
体育 | 11篇 |
信息传播 | 27篇 |
出版年
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 3篇 |
2019年 | 2篇 |
2018年 | 11篇 |
2017年 | 8篇 |
2016年 | 8篇 |
2015年 | 6篇 |
2014年 | 10篇 |
2013年 | 37篇 |
2012年 | 5篇 |
2011年 | 5篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 10篇 |
2007年 | 9篇 |
2006年 | 3篇 |
2005年 | 3篇 |
2004年 | 10篇 |
2003年 | 5篇 |
2002年 | 9篇 |
2001年 | 9篇 |
2000年 | 2篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1984年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有194条查询结果,搜索用时 0 毫秒
191.
Getting involved in international development activities: UK initiatives and hidden benefits
下载免费PDF全文
![点击此处可从《Health information and libraries journal》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jackie Cheeseborough Shane Godbolt Maria J. Grant 《Health information and libraries journal》2015,32(1):1-4
Jackie Cheeseborough and Shane Godbolt describe the role that UK health information professionals have in global health and in supporting colleagues from developing countries to continue to develop as a provision. They give an overview of a range of organisations working to improve access to health information in developing countries and in particular Sub‐Saharan Africa including Book Aid International, HIFA, INASP, ITOCA, Phi, TALC, THET and Research4Life. Even in a recession, many UK health librarians are choosing to get involved in international development activities in low‐resource countries by volunteering, and discovering hidden benefits for their own organisations, and their own continuing professional development. 相似文献
192.
193.
The purpose of this study was to investigate Access Arrangements (AA) which allow students with specific learning difficulties (SpLDs), disabilities or medical needs to access assessments by making reasonable adjustments, as established by the Equality Act 2010. A review of the literature revealed some problematic issues relating to the perceived manageability of the system, assessments used to ascertain eligibility for AAs, the evidence-base for specific AAs, some training routes to become an assessor, and the lack of stakeholder voice in the process. The present study involved gathering information on views and experiences with AA by means of a survey with 513 UK educational professionals, in-depth interviews and a small-scale study involving pupils with reading difficulties. The results suggest that the system needs reviewing to make sure there is equitable provision for all those who need AA. 相似文献
194.