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521.
Michael Mitchell Omoruyi EHIZUELEN 《Frontiers of Education in China》2018,13(4):553-600
Education, skills, and the development of an African workforce are at a critical moment. While it is recognized that Chinese firms hire local people, the focus of the debate is more on the position and opportunities for training and advancement. As such, the paper tries to answer the following questions. Does China really contribute to skills development in Africa? Does China employment, education, and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce? In attempting to answer these questions, this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage. Significantly, this will enable researchers and non-researchers to understand the diversity of Chinese firms’ skills transfer patterns and the reasons behind these patterns. In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development, the paper draws from various data collected from diverse sources, including government statistics, firm reports, second-hand academic literature, local and international news media, official government reports, and research studies. The paper suggests that the assessment of skills transfer pattern should not only consider employees’ and employers’ direct interests, but also in the short run, skills transfer should focus on offering short, practical courses to secondary and higher education graduates involving primarily on-the-job training. In the long run, there is a need to change the way employees and students are trained, including curriculum reforms that favor science, technology, engineering, and mathematics. Emphasis should also be placed on critical thinking, problem-solving, discovery, and experiential training. 相似文献
522.
The past decade has witnessed a resurgence in innovation awards, in particular of grand innovation prizes (GIPs) which are rewards to innovators developing technologies reaching performance goals and requiring breakthrough solutions. GIPs typically do not preclude the winner also obtaining patent rights. This is in stark contrast with mainstream economics of innovation theories where prizes and patents are substitute ways to generate revenue and encourage innovation. Building on the management of innovation literature which stresses the difficulty to specify ex-ante all the technical features of the winning technologies, we develop a model in which innovative effort is multi-dimensional and only a subset of innovation tasks can be measured and contracted upon. We show that in this environment patent rights and cash rewards are complements, and that GIPs are often preferable to patent races or prizes requiring technologies to be placed in the public domain. Moreover, our model uncovers a tendency for patent races to encourage speed of discovery over quality of innovation, which can be corrected by GIPs. We explore robustness to endogenous entry, costly public funds, and incomplete information by GIP organizers on the surplus created by the technology. 相似文献
523.
524.
Roxanne M. Mitchell Lisa Kensler Megan Tschannen-Moran 《International Journal of Leadership in Education》2018,21(2):135-154
This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers, safety and identification with school. Free and Reduced Lunch (a proxy for SES), school level and ethnicity were included as control variables. Two hypotheses guided the study. Hypothesis 1 stated that student trust, safety and identification with school would positively covary. Hypothesis 2 predicted that student trust in teachers and perceptions of safety were school properties that would individually and collectively explain differences among schools in student identification with school. Both hypotheses were confirmed. The results of the hierarchical linear model indicated that student trust in teachers and school safety accounted for 98% of the 22% of variance that exists among schools in student identification. SES, school level and ethnicity were not significant predictors of identification with school. Findings suggest that student trust in teachers and perceptions of safety may significantly contribute to student identification above the effects of SES, ethnicity and school level. 相似文献
525.
Lachlan J. G. Mitchell David B. Pyne Philo U. Saunders Ben Rattray 《European Journal of Sport Science》2018,18(3):307-314
Critical speed (CS) testing is useful in monitoring training in swimmers, however, completing a series of time trials (TTs) regularly is time-consuming. The 3-minute test may be a solution with positive initial findings. This investigation examined whether a modified 3-minute test (12?×?25?m) could assess CS and supra-CS distance capacity (D’) in swimmers. A series of 12?×?25?m intervals were completed unpaced at maximal effort, interspersed with 5?s rest periods. The model speed?=?a eb t?+?c was fitted to the data and integrated to calculate D’. The slowest two of the last four efforts were averaged to calculate CS. To assess reliability, 15 highly trained swimmers (9 females, 6 males) completed the 12?×?25?m twice within 72?h. Four measures were deemed reliable: peak velocity (0.01?m?s?1; 0.5%, typical error and % coefficient of variation), CS (0.02?m?s?1; 1.2%), D’ (1.22?m; 5.7%) and drop off % (0.70% points; 4.5%). To assess criterion validity, 21 swimmers (9 from reliability, 12 other) completed two competition races within 2 weeks of a 12?×?25?m in the same stroke. Traditional CS and D’ measures were calculated from competition performances (TT method). TT CS and 12?×?25?m CS were highly correlated (adj. R2?=?0.92, p?.001). D’ values were moderately correlated (adj. R2?=?0.60, p?.01). Two TTs may have been too few to estimate D’ accurately. The 12?×?25?m all-out swimming test is a reliable method for assessing CS and D’ in swimmers, however, the validity of D’ requires further investigation. 相似文献