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621.
ABSTRACT The proliferation of online courses has led librarians to adapt their instructional techniques and follow teaching faculty and students into the online environment. Moving beyond Web pages and online research guides, librarians are now becoming instructional partners in online course management systems. Through an online survey of librarians and a literature review, the authors examine best practices for these “embedded librarians.” 相似文献
622.
Jason Martin 《图书馆管理杂志》2013,53(4):345-358
ABSTRACTEmotional intelligence is the ability to manage one's own and others’ emotions and build relationships with people. Emotionally intelligent leadership is more and more important in today's ever-changing organizations like libraries. This article uses Goleman's five-point framework of emotional intelligence (self-awareness, self-regulation, motivation, empathy, and social skills) to analyze the leadership in the comedy sitcom 30 Rock and critique the importance of emotional intelligence in leadership. 相似文献
623.
Jonathan D. Eldredge Sarah K. Morley Ingrid C. Hendrix Richard D. Carr Jason Bengtson 《Medical reference services quarterly》2013,32(1):34-44
Every major health profession now provides competency statements for preparing new members for their respective professions. These competency statements normally include expectations for training health professions students in library/informatics skills. For purposes of this article, searches were conducted using various sources to produce a comprehensive 32-page Compendium <https://repository.unm.edu/handle/1928/15363> that inventories library/informatics-related competency statements. This compendium should aid readers in integrating their library/informatics skills training into various health professions education curricula. 相似文献
624.
Jason Ingram 《Communication Studies》2013,64(1):4-24
Kenneth Burke's concern for the processes of identification underlying rhetorical action can play an important role in mediating tensions between globalism and community interests. Looking to imagination's potential for bridging gaps between individuals and groups offers to combine certain of Burke's key insights with recent theoretical work on hegemony. Bringing Burke into conversation with articulation theory provides conceptual tools for holding social orders open for rearticulation, and for rearticulating the democratic imaginary. This conversation stresses the need to translate universal concerns into particular contexts, which remains a contentious process requiring imagination. 相似文献
625.
Jason D. Phillips 《期刊图书馆员》2013,64(1):55-81
An annotated list is presented describing twenty-one peer-reviewed journals that cover significant aspects of the gay, lesbian, bisexual, and transgender (GLBT) community, in whole or in part, in a scholarly manner. The titles included are a selective and representative sampling. The entry for each periodical includes the following information: periodical title, publisher/editor and address, basic information, publication data, content, Internet information, book review information, and an abstract. 相似文献
626.
Jason J. Teven Virginia P. Richmond James C. McCroskey Lynda L. McCroskey 《Communication Research Reports》2013,30(3):263-270
This study examined the degree to which six self-perceived communication traits are related to self-perceived communication competence (SPCC), both individually and collectively. The results indicate communication apprehension and shyness were strongly and inversely related to SPCC, whereas willingness to communicate was strongly and positively associated with SPCC. When examined collectively, several communication traits were found to predict SPCC. 相似文献
627.
Jason C. Dewland 《Journal of Business & Finance Librarianship》2013,18(2):145-158
Publications of the faculty of the University of Mississippi's School of Business were examined for a citation analysis. The following data were collected: journals cited, which publishers’ journals were cited, age of the citations, and the Library of Congress classification range cited. The results were analyzed by the business school as a whole and by the four major departments in the college: Finance, Management, Management Information Systems/Production Operations Management, and Marketing. The study was undertaken to gain a better understanding of the local faculty researchers’ needs, to examine how the library supports their needs, and to compare the local results with the metaresearch focused on specific subject or journal. 相似文献
628.
Using experimental data from a split-ballot survey conducted just after the 2004 U.S. presidential election, we tested competing predictions from reactance and balance theories on the effect of government censorship of images of ceremonies that include caskets containing dead U.S. soldiers on interest in viewing such images. In contrast to the reactance theory prediction that knowledge of the censorship should prompt increased interest in viewing the images, the effects of knowledge of the policy depended on attraction to George W. Bush, and sometimes knowledge of the policy prompted reduced interest in the photographs. Inconsistencies between the results and predictions derived from reactance and balance theories are resolved using a simple cognitive response model from the persuasion literature. 相似文献
629.
630.
Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors 总被引:1,自引:0,他引:1
Virginia E. Vitiello Leslie M. Booren Jason T. Downer Amanda P. Williford 《Early childhood research quarterly》2012
This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, outdoor time, transitions) and child factors (age, gender). Participants were 283 socioeconomically and linguistically diverse children drawn from 84 classrooms, 34–63 months old (M = 50.8, SD = 6.5). Each child's engagement was observed and rated multiple times within a single day. Results suggested that children's engagement varied significantly across the preschool day. Activity settings that provided children with a greater degree of choice (free choice and outdoor time) were associated with more positive engagement with peers and tasks, while teacher-structured activities were associated with more positive engagement with teachers. Transitions emerged as a difficult part of the day, associated with less positive engagement with teachers and tasks. Older children were rated higher on peer and task engagement. These findings, together with previous research, suggest that both characteristics of the classroom setting and child factors are associated with children's classroom engagement throughout a day in preschool. 相似文献