全文获取类型
收费全文 | 236篇 |
免费 | 7篇 |
专业分类
教育 | 184篇 |
科学研究 | 11篇 |
各国文化 | 2篇 |
体育 | 31篇 |
文化理论 | 1篇 |
信息传播 | 14篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 9篇 |
2020年 | 8篇 |
2019年 | 14篇 |
2018年 | 19篇 |
2017年 | 12篇 |
2016年 | 22篇 |
2015年 | 11篇 |
2014年 | 7篇 |
2013年 | 31篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 3篇 |
2006年 | 10篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 7篇 |
1997年 | 6篇 |
1995年 | 11篇 |
1994年 | 7篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 2篇 |
排序方式: 共有243条查询结果,搜索用时 15 毫秒
171.
172.
173.
174.
ABSTRACTWe assess Mureithi's 2009 documentary, ICYIZERE: hope (Motion Picture, Josiah Films), as a document of representational space and collective memory. We argue that the post-genocide reconciliation workshop represented in the film embodies and constructs a sacred/secular space. The reconciliatory space is produced through (1) negotiations of dialectical tensions between past/present as well as individual/collective memory, and (2) (re)presentations of rehumanization within the workshop whereby participants (and audiences) can (re)interpret the Other. We analyze the rehumanization process in the documentary via identity widening theory (Ellis, D.G., 2006, Transforming conflict: Communication and ethnopolitical conflict. Boulder, CO: Rowman & Littlefield Publishers) and empathetic human interaction. Finally, we detail how the documentary situates participants within a transformative space of negotiated memories of the genocide with current day reconciliation efforts. 相似文献
175.
176.
Mentors and Muses: New Strategies for Academic Success 总被引:2,自引:0,他引:2
Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system. 相似文献
177.
178.
Kyle McDaniel 《Visual Communication Quarterly》2016,23(1):14-25
While scholars have reviewed characterizations of photographers in feature films, they have neglected the image of real-world photographers in the documentary genre. This study incorporates visual representation theory to engage with several of the ways in which documentary filmmakers use the visual aspects of motion pictures to glamorize the lives and careers of photographers. As witnessed in four case study films, the analysis of this research highlights film's ability to generate representative character types. Specific aesthetic conventions of filmmaking are found to affect the on-screen projections of the photographer-subjects. The mostly positive depictions of “celebrity” or noteworthy real-world photographers also suggest that the documentaries under study primarily exist as marketing or publicity materials for the professional and his or her body of work. 相似文献
179.
ABSTRACTResearch Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children’s transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through kindergarten. Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools around the transition to kindergarten. Results of lagged OLS regression analyzes found that coordination efforts were significantly related to children’s language and mathematics skills in kindergarten for children attending elementary schools engaging in limited school transition practices to support school entry, suggesting that coordination practices initiated by preschools may play a compensatory role for children. In addition, results suggest that direct meetings between Head Start and kindergarten teachers are predictive of higher language skills in kindergarten. Policy or Practice: Efforts by Head Start programs to coordinate with elementary schools may be particularly important for children’s academic skills when their elementary schools are less engaged in transition practices. In addition, meeting in person and having a key person responsible for the kindergarten transition may be key ingredients to coordination that yields better outcomes for children. 相似文献
180.
When the United Nations General Assembly authorized holding the World Summit on Sustainable Development (WSSD) in Johannesburg, it was hardly a secret – or even a point in dispute – that progress in implementing sustainable development had been disappointing since the 1992 Earth Summit in Rio de Janeiro. With poverty deepening and environmental degradation worsening, what was necessary, the General Assembly said, was not a new philosophical or political debate, but rather a summit of actions and results (United Nations, 2002). We can question the WSSD accomplishments and whether the subsequent actions and results will contribute in meaningful ways to sustainable development. However, I think it is more important for science educators to ask: What are the implications of WSSD for science education? Why is science education not more intrinsically linked to the goals of human rights, democracy, and social justice? What are the ways in which science education ought to be connected to issues of sustainable development? In essence, where are the footpaths to/from science education? I investigate such questions in this position paper, while arguing that an education in science ought to enable learners to: (a) understand how the natural world works, (b) understand how human systems are interacting with natural systems, (c) assess the status and trends of crucial natural systems, and (d) promote and follow a long-term, sustainable relationship with the natural world. These are the very ways in which an education in science (i.e., science education) ought to be connected to issues of sustainable development. 相似文献