全文获取类型
收费全文 | 299篇 |
免费 | 8篇 |
专业分类
教育 | 235篇 |
科学研究 | 18篇 |
各国文化 | 3篇 |
体育 | 16篇 |
文化理论 | 8篇 |
信息传播 | 27篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 9篇 |
2020年 | 6篇 |
2019年 | 4篇 |
2018年 | 17篇 |
2017年 | 7篇 |
2016年 | 11篇 |
2015年 | 8篇 |
2014年 | 5篇 |
2013年 | 65篇 |
2012年 | 9篇 |
2011年 | 6篇 |
2010年 | 4篇 |
2009年 | 4篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 10篇 |
2005年 | 7篇 |
2004年 | 6篇 |
2003年 | 11篇 |
2002年 | 2篇 |
2001年 | 3篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1991年 | 3篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1981年 | 4篇 |
1980年 | 10篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 2篇 |
1974年 | 4篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1965年 | 1篇 |
1915年 | 1篇 |
1912年 | 2篇 |
1902年 | 1篇 |
1872年 | 1篇 |
排序方式: 共有307条查询结果,搜索用时 15 毫秒
281.
ABSTRACTThere are many references to reading, and some to writing, in Shakespeare’s plays; a list is provided in an Appendix. They are analysed for what they reveal about the social status of literacy in Shakespeare’s day, and the references to reading are analysed further according to oral v. silent reading, and whether characters have company on stage, or are (or believe themselves to be) alone. Only a few characters are depicted as illiterate, sometimes for comic effect, more often for purposes of the plot. All persons of rank, and most others, are depicted as literate. It seems that in Shakespeare’s time, even among the highly educated, the practice of oral reading for varied purposes, even when alone, was still alive. One effect was, serendipitously, to give Shakespeare the freedom to manipulate reading practices plausibly, and brilliantly, for his own purposes. 相似文献
282.
Neural Correlates of Risk Processing Among Adolescents: Influences of Parental Monitoring and Household Chaos 下载免费PDF全文
Nina Lauharatanahirun Dominique Maciejewski Christopher Holmes Kirby Deater‐Deckard Jungmeen Kim‐Spoon Brooks King‐Casas 《Child development》2018,89(3):784-796
Adolescent risky behavior is related to developmental changes in decision‐making processes and their neural correlates. Yet, research investigating how the family environment relates to risk processing in the adolescent brain is limited. In this study, longitudinal data were collected from 167 adolescents (13–15 years, 53% male) who self‐reported household chaos and their parent's monitoring practices, and completed a decision‐making task during functional MRI at Time 1 and Time 2 (1 year apart). Parental knowledge was positively related to insular risk processing only among adolescents in low‐chaos environments at both time points. Results highlight environmental correlates of insular risk processing in the developing brain. 相似文献
283.
Michael Brooks Tyra Turner Whittaker Yudan Wang Justin Adams Tazeur Matthews 《Counselor Education & Supervision》2023,62(4):339-354
The experiences of Black counseling students at Predominantly White Institutions are well documented. Using a transcendental phenomenological environmental research design, we explored how 12 Black counselor education graduates experienced their respective institutions across three types of academic institutions—Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions. Three salient themes emerged—(1) exposure, (2) real-life exposure, and (3) cultural oasis. The researchers also discussed implications for counselor education programs and future research. 相似文献
284.
This essay performs a rhetorical criticism of neo-classical economics, with particular attention to its methodological influence on a number of faulty mathematical models that lay at the epicenter of the 2008 financial crisis. Going beyond Goodnight and Green's mimetic conception of economic rhetoric, which positions rhetoric as a site of mediation between symbolic and material spirals, we argue that the rhetoric of neo-classicism is best understood as an “apparatus” that attempts to suture two ontologically incommensurable conceptions of time that we term intensive and extensive. We further argue that the hinge of this rhetorical apparatus centers on a kairotic tactic of arbitrage, which theoretically posits, at the same time that it negates, ontological market failure. We end by exploring rhetorical alternatives to neo-classical economics that take the internally contradictory structure of arbitrage to its emergent conclusions. 相似文献
285.
286.
287.
This article questions the common wisdom of the HRD profession by comparing it to the results from six studies on the important developmental and learning experiences of successful managers. Managers in the studies tell us that although planned formal and informal employer‐based training and school‐based training contributed to their development, much of their learning occurred outside of the areas of planned institutional control. Instead such factors as challenging job experiences and assignments, relationships with peers and bosses, learning in the community, family upbringing, personal life experiences, characteristics of the organisational environment, and specific strategies for learning from experience were named as contributors. According to these findings, we are investing all of our targeted resources in only apart of managerial learning and development. Weargue that it is difficult to address these other areas because we view humans as a resource to control for the purpose of maximising profit and enhancing economic development. The result of this reductionistic view of human resources is that our practice is neither cost nor time effective. The implications for HRD practice and research are discussed. 相似文献
288.
289.
Judi Kidger David Gunnell Lucy Biddle Rona Campbell Jenny Donovan 《British Educational Research Journal》2010,36(6):919-935
The need for schools to support children and young people's mental and emotional health is increasingly emphasised in policy initiatives, yet the role of teachers in this has been under explored. This paper reports findings from qualitative, semi‐structured interviews with 14 school staff at eight secondary schools in England, examining emotional health and well‐being (EHWB) activities in which they were involved. Three emergent themes are discussed: (1) a strongly held belief that teaching and EHWB are inevitably linked; (2) a perception that many colleagues outside the study sample are reluctant to engage in EHWB work; and (3) a concern that teachers’ own emotional health needs are neglected, leaving them unable or unwilling to consider those of pupils. The findings endorse whole‐school approaches to emotional health, with a focus on teachers’ training and support needs and clearer aims, including consideration of how such work fits with the broader goals of schools. 相似文献
290.
Judi Mesman 《Child development》2018,89(5):1929-1931
This reply to the commentary by Keller et al. (2018) on the article “Universality Without Uniformity: A Culturally Inclusive Approach to Sensitive Responsiveness in Infant Caregiving” (Mesman et al., 2017 ) highlights key points of agreement emphasizing the sense of investing in synergies across research traditions. These include the importance of distinguishing between different parenting constructs, the need for more studies to test the presented theoretical assumptions, and the value of examining multiple caregiver sensitivity in relation to infants’ developing membership of a community. The only point of disagreement reflects the rigidity versus flexibility of the sensitivity construct. This reply argues that it is exactly the versatility of the sensitivity construct that makes it a valuable building block for bridges between fields. 相似文献