全文获取类型
收费全文 | 334篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 266篇 |
科学研究 | 14篇 |
各国文化 | 6篇 |
体育 | 25篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 22篇 |
出版年
2019年 | 3篇 |
2018年 | 2篇 |
2017年 | 4篇 |
2016年 | 2篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 109篇 |
2012年 | 4篇 |
2011年 | 7篇 |
2010年 | 5篇 |
2009年 | 14篇 |
2008年 | 4篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 7篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 7篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 10篇 |
1990年 | 5篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 7篇 |
1981年 | 4篇 |
1980年 | 6篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 7篇 |
1974年 | 4篇 |
1973年 | 7篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1966年 | 2篇 |
排序方式: 共有336条查询结果,搜索用时 0 毫秒
301.
303.
304.
This study examined the relationship between Information Systems (IS) managers' formal education, level of technical and managerial training and their managerial effectiveness as perceived by their subordinates. The study finds that there is a strong positive relationship between the amount of technical training IS managers have received and their managerial effectiveness as perceived by their subordinates. There is also a significant relationship between IS managers' level of managerial training and their subordinates' perception of their managerial effectiveness. The managers' level of formal education was not found to have a significant relationship to the subordinates' perceived level of (their) managerial effectiveness. Finally, a regression model has been proposed to measure Information System managers'managerial effectiveness. 相似文献
305.
306.
Jerry L. Martin 《Academic Questions》1995,8(4):70-80
Jerry L. Martin, former acting chairman of the National Endowment for the Humanities, is president of the National Alumni
Forum and adjunct professor of political philosophy and public policy at Georgetown University. 相似文献
307.
The focus of this paper is a piece of research which sought to evaluate a pack of materials designed to support the introduction of core transferable skills into the subject-based curriculum. The writers contextualize their work with a brief historical review of the development of this area over the last two decades, highlighting both the ambiguity and the continuing confusion that have surrounded the idea of generic skills. Apart from giving general support to the aims which informed the programme's development, the outcome of the investigation identifies a significant difference in the way teachers and students conceptualize the curriculum. 相似文献
308.
309.
310.