全文获取类型
收费全文 | 222篇 |
免费 | 4篇 |
专业分类
教育 | 173篇 |
科学研究 | 8篇 |
各国文化 | 4篇 |
体育 | 19篇 |
文化理论 | 4篇 |
信息传播 | 18篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 5篇 |
2020年 | 1篇 |
2019年 | 5篇 |
2018年 | 12篇 |
2017年 | 13篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 8篇 |
2013年 | 65篇 |
2012年 | 5篇 |
2011年 | 6篇 |
2010年 | 7篇 |
2009年 | 8篇 |
2008年 | 6篇 |
2007年 | 6篇 |
2006年 | 1篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1995年 | 1篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1972年 | 1篇 |
1971年 | 3篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 4篇 |
1966年 | 1篇 |
排序方式: 共有226条查询结果,搜索用时 0 毫秒
11.
Alan Hansen Trudy Milburn 《Journal of International and Intercultural Communication》2015,8(3):224-236
As they conduct the practical work of collaborating during meetings, nonprofit stakeholders construct, negotiate, and manage identities. In this article we use membership categorization analysis to explore how meeting participants avow and ascribe cultural identities during collaborative meetings in two nonprofit organizations. Examination of identification practices, including employing labels for ethnic categories and implicating cultural identities through category-relevant predicates—which are part of the practical work of collaborating in nonprofit organizations—can serve as an aid to understanding how stakeholders negotiate interorganizational collaboration in social interaction. 相似文献
12.
Gender differences in academic performance and achievement have been of policy concern for decades—both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher‐rated assessments than for the survey‐administered tests. 相似文献
13.
14.
15.
16.
James V. Hansen Lynn J. McKell Lester E. Heitger 《Information processing & management》1977,13(4):215-225
Despite the rapid growth in the use of computers in organizations, few of the resulting systems have had a significant impact on the way in which management makes decisions. Frameworks are needed which aid in understanding the structure of management information systems, toward providing focus and improving the effectiveness of systems efforts.This paper surveys recent conceptual and empirical work related to development of decision-oriented frameworks for management information systems design, particularly as related to the improving the management of organizations. 相似文献
17.
Ms. Evelyn Unes Hansen 《Innovative Higher Education》1980,4(3):212-221
Faculty of the General College are assigned advising responsibilities in addition to their teaching load. Full-time members, for example, advise 35–40 students per year. When the College initiated an individualized baccalaureate degree program in 1971, little provision was made for consequent changes on the advising function and the academic load. As a result, advisers, faced with the complex and time-consuming matters that adhere to individualized learning programs, felt mounting pressure. Large numbers of evening school students were attracted to the program and sought advice and, upon admission, expected to be assigned a faculty adviser. The College made no formal acknowledgment of the addition of the non-day school advisees to advisers' loads. Strained by the overburden, faculty participated in this study to identify how much real time they spend in advising, with whom, and on what kinds of activities. Evidence from this study was used to support their request for recognition by the College of the changed nature and full scope of their advising work.The author wishes to acknowledge Drs. Paul J. Feltovich and Thomas Brothen for their help with the researching of this paper. 相似文献
18.
19.
W. Lee Hansen 《Higher Education》1993,25(3):259-279
This paper describes a recent effort to infuse the Total Quality Improvement (TQI) approach, popularized by Deming and others, into an upper-division, junior-senior economics course at the University of Wisconsin-Madison. The process of infusing TQI into instruction has received relatively little attention. Most efforts to bring TQI into higher education focus on improving administrative operations and establishing courses and programs for students to learn how to apply TQI in their future jobs. The challenge is in using TQI to help students realize their potential for learning in traditional courses.The TQI instruction approach developed for use in the course had three major elements. Customer Focus is represented by the proficiencies emphasized in the course and expected of graduating economics majors. Student Involvement is represented by team-centered research projects whose purpose is to enhance the proficiency of creating new knowledge. Continuous Improvement is represented by ongoing student evaluations of the course and instructor, carried out by a student team.After discussing the motivation for adopting this approach and the independent development of the concept of proficiencies in the economics major, the paper moves on to discuss the planning, implementation, and execution of the course. Particular attention is given to discussing the operation of the teams and the development of a multi-faceted ongoing evaluation process to assess the effectiveness of the TQI Instructional Approach.The evaluation results indicate strong student satisfaction with the TQI orientation of the course, while at the same time pointing out ways of improving what was done.The author is grateful to Jacob O. Stampen and Mark Finster for helping him learn about TQI, and to Ian Hau whose seminar stimulated this effort to infuse TQI into the classroom. Helpful comments on a draft of this paper came from Jacob O. Stampen, Maury J. Cotter, Charles A. Liedtke, Paul Weiss, and Michael L. Williamson. Special thanks for generating much of the underlying data go to the Evaluation Team of Kevin Brumm, Kimberly Klatt, and John Kittilstad, and to the Proficiency Team of Evan Anderson, Deana Lynn Grobe, and Tom Yale. Ilona Loser and Kris Feggestad assisted in assembling the results of the surveys. Suzanne Vinmans handled the typing, Vicki Szypulski made the visuals, and Elaine Moran provided helpful editorial suggestions. Laura A. Guy, Data and Program Library Service, facilitated access to the Current Population Survey tape used by several teams, and Kurt Neuwirth, Social Science Microcomputer Laboratory, created a user-friendly approach to the Current Population Survey data. 相似文献
20.
Recent research has shown that many people with dyslexia find it unusually difficult to detect flickering or moving visual
stimuli, consistent with impaired processing in the magnocellular visual stream. Nonetheless, it remains controversial to
suggest that reduced visual sensitivity of this kind might affect reading. We first show that the accuracy of letter position
encoding may depend on input from the magnocellular pathway. We then suggest that when children read, impaired magnocellular
function may degrade information about where letters are positioned with respect to each other, leading to reading errors
which contain sounds not represented in the printed word. We call these orthographically inconsistent nonsense errors letter
errors. In an unselected sample of primary school children, we show that the probability of children making “letter” errors
in a single word reading task was best explained by independent contributions from motion detection (magnocellular function)
and phonological awareness (assessed by a spoonerism task). This result held even when controlling for chronological age,
reading ability, and IQ. Together, these findings suggest that impaired magnocellular visual function, as well as phonological
deficits, may affect reading. 相似文献