全文获取类型
| 收费全文 | 148篇 |
| 免费 | 1篇 |
专业分类
| 教育 | 104篇 |
| 科学研究 | 5篇 |
| 各国文化 | 2篇 |
| 体育 | 12篇 |
| 文化理论 | 4篇 |
| 信息传播 | 22篇 |
出版年
| 2024年 | 5篇 |
| 2023年 | 3篇 |
| 2022年 | 3篇 |
| 2021年 | 2篇 |
| 2020年 | 1篇 |
| 2019年 | 11篇 |
| 2018年 | 7篇 |
| 2017年 | 15篇 |
| 2016年 | 7篇 |
| 2015年 | 2篇 |
| 2014年 | 3篇 |
| 2013年 | 32篇 |
| 2012年 | 8篇 |
| 2011年 | 4篇 |
| 2010年 | 3篇 |
| 2009年 | 2篇 |
| 2008年 | 3篇 |
| 2007年 | 1篇 |
| 2005年 | 3篇 |
| 2004年 | 1篇 |
| 2003年 | 2篇 |
| 2002年 | 1篇 |
| 2001年 | 1篇 |
| 1999年 | 1篇 |
| 1998年 | 2篇 |
| 1997年 | 1篇 |
| 1994年 | 1篇 |
| 1992年 | 1篇 |
| 1991年 | 1篇 |
| 1990年 | 3篇 |
| 1989年 | 2篇 |
| 1988年 | 1篇 |
| 1984年 | 1篇 |
| 1982年 | 1篇 |
| 1979年 | 1篇 |
| 1976年 | 1篇 |
| 1967年 | 1篇 |
| 1963年 | 1篇 |
| 1960年 | 2篇 |
| 1957年 | 2篇 |
| 1955年 | 1篇 |
| 1954年 | 1篇 |
| 1953年 | 2篇 |
| 1919年 | 1篇 |
| 1917年 | 1篇 |
排序方式： 共有149条查询结果，搜索用时 15 毫秒
111.
This article discusses the extent to which former special needs students – now in their late 20s – achieve economic independence. The emphasis is on class placement – that is, whether being educated in special or regular classes in upper secondary school contributes to favourable occupational outcomes. The empirical evidence is based on interviews of 373 young Norwegians who were surveyed regularly for more than 10 years. The analyses reveal that nearly half of the young adults found jobs that made them economically independent. Students schooled in regular classes attained vocational or academic competence and obtained a driving licence to a much greater degree than did students educated in special classes. In turn this increased the chances of earning a living. That is the indirect effect of class placement. The direct positive effect of schooling in regular classes was observed among people with rather low functional abilities and among those who did not succeed in attaining competence or obtaining a driving licence. 相似文献
112.
Kirsty Finn 《British Educational Research Journal》2017,43(4):743-758
This paper advances theorising around student geographies in higher education (HE). It extends recent work, which has problematised the primacy of social class and binary thinking about student mobilities, and presents local/non‐local experiences and im/mobility as a defining dualism. Drawing on a qualitative longitudinal study of women's experiences during and on completion of HE, the following explores the ways in which a more diverse and constantly negotiated set of mobility practices emerge relationally, in the stratified field of HE, and through shifting personal and emotional attachments. Theoretically, the paper develops a new approach to student mobilities, synthesising dominant Bourdieusian notions of field with relational theories pertaining to mobilities (e.g. Adey, 2009), emotion (e.g. Holmes, 2010) and personal life (e.g. Mason, 2004; Smart, 2007). Such an approach makes it possible to move beyond the binary thinking that has become entrenched in policy and academic debates about student mobilities, and recognise a broader range of movements, flows, stops and starts that emerge relationally, emotionally and temporally as students and graduates move into and through HE. It is argued here that, given the policy emphasis on accelerated and flexible HE provision (BIS, 2016), a gradational view of student mobilities is more important than ever. 相似文献
113.
Kirsty Best 《传播与批判/文化研究》2013,10(3):214-237
How can we understand and evaluate the relationship between democracy and recent global protests in response to economic globalization? Criticisms of this type of activism understand democratic communication to be primarily a public process. I argue that instead, we need to develop a more fully cultural understanding of democracy and communication, one which would take into account important characteristics of contemporary democratic practice and experience. That is, as a resonant but unstable compound of meanings, democracy is integrated into individual subjectivities and collective identities through a whole variety of lived experiences, particularly in relation to mediated and symbolic practice. 相似文献
114.
1941年秋天,海森伯与玻尔在哥本哈根会面。由于当事双方都没有留下记录,其缘由、经过、效果,以及对各自心理与身后声名造成的影响,一直以来都是局限于科学史界内讨论的一桩公案。1998年,英国剧作家迈克尔·弗雷恩(Michael Frayn)的《哥本哈根》问世,引发了公众对这个悬案的普遍关注。为了防止公众的误解,2002年2月6日,玻尔家族决定将存放在尼耳斯·玻尔档案馆中的所有11个有关文件提前解密,而不是像先前那样只对极少数研究者开放。从这批文献公布后学术界的不同反应来看,哥本哈根迷雾仍然存在。2007年8月,我国研究玻尔的专家戈革教授在生病住院前将所有这些信件译出。考虑到它们在科学史上的重要性,也为了纪念去年底刚去世的戈革教授,我们这里全文刊发他的译文,包括他所翻译的玻尔文献馆馆长芬·奥瑟若德(Finn Aaserud)所写的一个说明。由于原始文献多为并未实际发出去的打印稿或笔录稿,文中个别语句不够连贯,有的文件内容重复,由此也可以体会玻尔在书写或口授这些文件时异常复杂的心情。为了向中文读者提供一个有关这批文献的完整面貌,我们对以上问题未作更多的技术处理。感谢戈革教授的女儿戈疆与北京大学秦克诚先生向我们提供戈革教授的遗稿,秦先生改正了遗稿中的少数笔误。 相似文献
115.
116.
Chester E. Finn 《Academic Questions》1991,4(2):62-66
Chester E. Finn, Jr., formerly assistant secretary of education, is professor of education and public policy at Vanderbilt
University. 相似文献
117.
Torleiv Høien Ingvar Lundberg Jan Petter Larsen Finn Egil Tønnessen 《Reading and writing》1989,1(4):381-392
The aim of the present study was to investigate patterns of similarity in reading related tasks among dyslexic members of the same family. From a sample of 19 well defined dyslexic students in grade 8, three cases were randomly selected for closer examination with a battery of tasks assumed to be causally related to reading. In all selected cases the fathers reported reading disability and in one case the mother was affected as well. The profiles of performance on the various tasks showed a striking similarity within families suggesting similar mechanisms underlying the reading disability. All cases showed remarkable problems in phonological processing, although functional reading skills were almost intact in some cases. Thus, the phonological tasks might be regarded as marker tasks for identifying genetic dyslexia.Requests for reprints should be sent to Torleiv Høien, Center for Reading Research, Stavanger Teacher College, P.B. 2521, Ullandhaug, N-4004 Stavanger, Norway. 相似文献
118.
Gerry P.T. Finn 《国际体育史杂志》2013,30(13):2255-2287
The development of sport in Ireland was, contrary to some arguments, highly influenced by English examples and Anglo-Irish institutions. Trinity College and prestigious Irish schools did have an impact, as did the number of Irish students sent to England for public school or university education. Athleticism was evident in Ireland as it was in England. Although the development of soccer did follow a slightly different trajectory from other sports, as was also the case in both England and Scotland, this does not mean that it departed from this broad evolutionary model of Irish sport. Yet this was Ireland: and Ireland was different. As opposition to British rule intensified, forms of sporting participation took on more and more of a national symbolism. The outcome was the emergence of a very potent form of athleticism: an Irish athleticism for an Irish people. Les mystères de la Trinité : Université, Ecoles d'élites et Sport en Irlande Contrairement à certaines affirmations, le développement du sport en Irlande a été fortement influencé par des exemples anglais et des institutions anglo-irlandaises. Le Collège de la Trinité et de prestigieuses écoles irlandaises a eu un impact, tout comme les nombreux étudiants irlandais envoyés en Angleterre dans les établissements privés ou les universités. L'idéologie d'Athleticism étaient naturels en Irlande tout comme ils l'étaient en Angleterre. Bien que le développement du football y ait suivi une trajectoire légèrement différente d'autres sports, ainsi que ce fut aussi le cas en Angleterre et en Ecosse, cela ne veut pas dire qu'il ait échappé au modèle évolutif plus large du sport Irlandais. Pourtant c'était l'Irlande, et l'Irlande était différente. Alors que l'opposition aux règles britanniques s'intensifiait, des formes de pratique sportive relevèrent de plus en plus d'un symbolisme national. Le résultat fut l'émergence d'une forme très puissante de sport: un sport irlandais pour les Irlandais. Misterios trinitarios: universidad, escuela de élite y deporte en Irlanda El desarrollo del deporte en Irlanda estuvo muy influenciado por experiencias inglesas e instituciones angloirlandesas, contrariamente a lo que algunos han argumentado. El Trinity College y las escuelas irlandesas más prestigiosas dejaron su huella, así como los numerosos estudiantes irlandeses enviados a escuelas públicas y universidades de Inglaterra. El apego a la cultura física estaba tan presente en Irlanda como en Inglaterra. Si bien el desarrollo del fútbol siguió una trayectoria un poco diferente al de otros deportes, como también ocurrió en Inglaterra y en Escocia, esto no significa que se apartara de este amplio modelo evolutivo del deporte irlandés. Pero esto es Irlanda, e Irlanda es diferente. A medida que se acentuaba la oposición a la dominación británica, las formas de participación deportiva fueron adoptando un simbolismo nacional cada vez mayor. El resultado fue el surgimiento de una forma de cultura física muy potente: una cultura física irlandesa para los irlandeses. Dreifaltige Mysterien: Universität, Eliteschulen und Sport in Irland Entgegen einiger Argumentationen wurde die Entwicklung des Sports in Irland stark von englischen Vorbildern und anglo-irischen Institutionen gelenkt. Das Trinity College und prestigeträchtige irische Schulen übten ihren Einfluss aus, ebenso wie diejenigen irischen Studierenden, die nach England geschickt wurden, um dort an einer Public School oder Universität ausgebildet zu werden. Leichtathletik war in Irland ebenso bekannt wie in England. Ebenso wie in England und Schottland nahm die Entwicklung des Fußballs einen von den anderen Sportarten abweichenden Verlauf. Dennoch bedeutete dies keinen Widerspruch zum allgemeinen evolutionären Modell des irischen Sports. Aber dies war Irland; und Irland war anders. Als sich der Widerstand gegenüber der britischen Herrschaft verstärkte, erhielten Formen sportlicher Betätigung zunehmend einen Charakter nationaler Symbolik. Das Ergebnis war die Entstehung einer sehr mächtigen Art der Athletik: einer irischen Athletik für ein irisches Volk. 相似文献
119.
Dan Goodley Katherine Runswick-Cole Kirsty Liddiard 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):770-784
ABSTRACTIn this paper, we consider the relationship between the human and disability; with specific focus on the lives of disabled children and young people. We begin with an analysis of the close relationship between ‘the disabled’ and ‘the freak’. We demonstrate that the historical markings of disability as object of curiosity and register of fear serve to render disabled children as non-human and monstrous. We then consider how the human has been constituted, particularly in the periods of modernity and the rise of capitalism, reliant upon the naming of disability as antithetical to all that counts as human. In order to find a place for disabled children in a social and cultural context that has historically denied their humanity and cast them as monstrous others, we develop the theoretical notion of the DisHuman: a bifurcated complex that allows us recognise their humanity whilst also celebrating the ways in which disabled children reframe what it means to be human. We suggest that the lives of disabled children and young people demand us to think in ways that affirm the inherent humanness in their lives but also allow us to consider their disruptive potential: this is our DisHuman child. We draw on our research projects to explore three sites where the DisHuman child emerges in moments where sameness and difference, monstrosity/disability and humanity are invoked simultaneously. We explore three locations – (i) DisDevelopment; (ii) DisFamily and (iii) DisSexuality – illuminating the ways in which the DisHuman child seeks nuanced, politicized and complicating forms of humanity. 相似文献
120.
O. P. Shesternikova M. A. Agafonov L. V. Vinokurova E. S. Pankratova V. K. Finn 《Scientific and Technical Information Processing》2016,43(5-6):315-345
This paper presents the results of the JSM-method for automated support of scientific research (ASSR JSM-method) implemented in a computer intelligent system (IS-JSM), which predicts the development of diabetes in patients with chronic pancreatitis. For the first time the ASSR JSM-method is applied to a sequence of expanding databases of facts, which was used for the detection of empirical regularities (ERs), viz., preserved causes of the studied effect (development of diabetes in patients with chronic pancreatitis). To recognize ERs in the IS-JSM, we used an algebraic lattice of JSM-reasoning strategies (inductive inference rules). These results have an informative clinical interpretation and prove the usefulness of data mining using the IS-JSM, which can be used as a tool for evidence-based medicine. 相似文献