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441.
Marc Fetscherin 《媒体管理杂志》2013,15(3):164-171
Abstract This article focuses on technological solutions, such as Digital Rights Management Systems (DRMS), which enable on one hand rights protection of intellectual property digital content, and on the other hand it should increase security and privacy of confidential and personal information exchange over semi open or open networks such as the Internet. First, this article will define and provide an overview of the key components of DRMS and respond to the questions of why such systems are needed, where they can be used, and how these systems work. Second, it will discuss the advantages and drawbacks of current DRMS. It will respond to the questions of what are the advantages and drawbacks when using such systems. Finally, this article puts forward four key factors for the emergence of DRMS: legal, regulatory & technologicaly, business, and the social environment. It then applies these factors to define two contrasting and polar emergence scenarios, the “weak DRMS’ and ‘strong DRMS’ scenario. With a framework established, this paper goes on to argue that the ‘weak DRMS’ scenario will remain the status quo in the short term. Primarily because of slow emergence of legislation on global scale, lack of a pervasive technology standard, contrasting interest among stakeholders, and consumer resistance to restrictive technologies that erode existing freedoms. 相似文献
442.
The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. 相似文献
443.
Cognitive and socioemotional caregiving in developing countries 总被引:1,自引:0,他引:1
Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving-cognitive and socioemotional-in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated. 相似文献
444.
Marc H. Bornstein Linda R. Cote O. Maurice Haynes Joan T. D. Suwalsky Roger Bakeman 《Child development》2012,83(6):2073-2088
Cultural variation in relations and moment‐to‐moment contingencies of infant–mother person‐oriented and object‐oriented interactions were compared in 118 Japanese, Japanese American immigrant, and European American dyads with 5.5‐month‐olds. Infant and mother person‐oriented behaviors were related in all cultural groups, but infant and mother object‐oriented behaviors were related only among European Americans. Infant and mother behaviors within each modality were mutually contingent in all groups. Culture moderated lead–lag relations: Japanese infants were more likely than their mothers to respond in object‐oriented interactions; European American mothers were more likely than their infants to respond in person‐oriented interactions. Japanese American dyads behaved like European American dyads. Interactions, infant effects, and parent socialization findings are set in cultural and accultural models of infant–mother transactions. 相似文献
445.
This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution. 相似文献
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Ruth Harmsen Michelle Helms-Lorenz Ridwan Maulana Klaas van Veen Marc van Veldhoven 《International Journal of Research & Method in Education》2019,42(1):91-108
The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands. 相似文献
450.
Buehner MJ 《Learning & behavior》2005,33(2):230-238
Nearly every theory of causal induction assumes that the existence and strength of causal relations needs to be inferred from
observational data in the form of covariations. The last few decades have seen much controversy over exactly how covariations
license causal conjectures. One consequence of this debate is that causal induction research has taken for granted that covariation
information is readily available to reasoners. This perspective is reflected in typical experimental designs, which either
employ covariation information in summary format or present participants with clearly marked discrete learning trials. I argue
that such experimental designs oversimplify the problem of causal induction. Real-world contexts rarely are structured so
neatly; rather, the decision about whether a cause and effect co-occurred on a given occasion constitutes a key element of
the inductive process. This article will review how the event-parsing aspect of causal induction has been and could be addressed
in associative learning and causal power theories. 相似文献