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21.
Alina Pommeranz Christian Detweiler Pascal Wiggers Catholijn Jonker 《Ethics and Information Technology》2012,14(4):285-303
Explicitly considering human values in the design process of socio-technical systems has become a responsibility of designers. It is, however, challenging to design for values because (1) relevant values must be identified and communicated between all stakeholders and designers and (2) stakeholders?? values differ and trade-offs must be made. We focus on the first aspect, which requires elicitation of stakeholders?? situated values, i.e. values relevant to a specific real life context. Available techniques to elicit knowledge and requirements from stakeholders lack in providing the context and means for reflection needed to elicit situated values as well as an explicit concept of value. In this paper we present our design of a tool to support active elicitation of stakeholders?? values and communication between stakeholders and designers. We conducted an exploratory user study in which we compared the suitability of methods used in social sciences for (1) eliciting situated values, (2) supporting people??s expressions of values and (3) being implemented in value elicitation tool. Based on the outcomes we propose a design for a value elicitation tool that consists of a mobile application used by stakeholders for data collection and in-situ self-reflection, and a website used collaboratively by designers and stakeholders to analyse and communicate values. Discussion focuses on contributions to value sensitive design. 相似文献
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We study the socioeconomic determinants of cultural participation in thirteen major Chinese cities for a broad range of indicators that cover highbrow and popular cultures. Consistent with previous studies from high-income countries, we find strong support for the elitism hypothesis: education and income increase participation in a broad range of cultural activities. There are also some exceptions. Interestingly, we also find a U-shaped relation between participation and city development for free and publicly supplied culture. Moreover, the impact of education, and to some extent also income, is weaker in richer cities. These findings contribute to understanding China’s key policy objective of promoting equal access to culture. 相似文献
24.
Pascal Wettstein Craig Priest Sameer A. Al-Bataineh Robert D. Short Paul M. Bryant James W. Bradley Suet P. Low Luke Parkinson Endre J. Szili 《Biomicrofluidics》2015,9(1)
Spatially varied surface treatment of a fluorescently labeled Bovine Serum Albumin (BSA) protein, on the walls of a closed (sealed) microchannel is achieved via a well-defined gradient in plasma intensity. The microchips comprised a microchannel positioned in-between two microelectrodes (embedded in the chip) with a variable electrode separation along the length of the channel. The channel and electrodes were 50 μm and 100 μm wide, respectively, 50 μm deep, and adjacent to the channel for a length of 18 mm. The electrode separation distance was varied linearly from 50 μm at one end of the channel to a maximum distance of 150, 300, 500, or 1000 μm to generate a gradient in helium plasma intensity. Plasma ignition was achieved at a helium flow rate of 2.5 ml/min, 8.5 kVpk-pk, and 10 kHz. It is shown that the plasma intensity decreases with increasing electrode separation and is directly related to the residual amount of BSA left after the treatment. The plasma intensity and surface protein gradient, for the different electrode gradients studied, collapse onto master curves when plotted against electrode separation. This precise spatial control is expected to enable the surface protein gradient to be tuned for a range of applications, including high-throughput screening and cell-biomolecule-biomaterial interactions. 相似文献
25.
Wagner-Egger P Bangerter A Gilles I Green E Rigaud D Krings F Staerklé C Clémence A 《Public understanding of science (Bristol, England)》2011,20(4):461-476
Lay perceptions of collectives (e.g., groups, organizations, countries) implicated in the 2009 H1N1 outbreak were studied. Collectives serve symbolic functions to help laypersons make sense of the uncertainty involved in a disease outbreak. We argue that lay representations are dramatized, featuring characters like heroes, villains and victims. In interviews conducted soon after the outbreak, 47 Swiss respondents discussed the risk posed by H1N1, its origins and effects, and protective measures. Countries were the most frequent collectives mentioned. Poor, underdeveloped countries were depicted as victims, albeit ambivalently, as they were viewed as partly responsible for their own plight. Experts (physicians, researchers) and political and health authorities were depicted as heroes. Two villains emerged: the media (viewed as fear mongering or as a puppet serving powerful interests) and private corporations (e.g., the pharmaceutical industry). Laypersons' framing of disease threat diverges substantially from official perspectives. 相似文献
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Many studies have demonstrated that a teacher has a substantial impact on how much pupils learn. However, research on the long‐term effects of teachers is scarce, and the results obtained so far are inconsistent. Some studies have concluded that teacher effects are relatively permanent, while others claim that they fade away more or less rapidly over time. The present study was conducted at the elementary‐school level in France. Multilevel random crossed models were used to assess teacher effects over a period of two school years. The assessments showed that the pupils' test scores in French and mathematics after two years were linked to the second‐year teachers but not to the first‐year ones. These results suggest that teacher effects on pupils' learning gains wear off quickly over time. In other words, ‘immediate’ teacher effects on learning do seem to exist, but not long‐term ones. The merits of multilevel random crossed models in this research field are presented, and the potential limitations of the results obtained are discussed. 相似文献
28.
Marine Hascoët Pascal Pansu Thèrèse Bouffard Nadia Leroy 《European Journal of Psychology of Education - EJPE》2018,33(4):615-628
When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others’ standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children’s self-perception of school competence. We tested the mediating effect of sensitivity to errors and test anxiety in the relationship between teacher conditional support and children’s perception of school competence. Participants were 524 elementary school students (aged 9–10 years). The results showed that the greater the extent to which the children perceived conditional support from their teacher, the lower their self-perceived scholastic competence. They also confirm that this relationship was mediated by sensitivity to errors and test anxiety. 相似文献
29.
Jean Toupin Michle Dry Pierrette Verlaan Jean‐Pascal Lemelin Aurlie Lecocq Jadwiga Jagiellowicz 《Psychology in the schools》2016,53(8):875-890
Students with conduct problems (CPs) may present heterogeneity in terms of behavioral manifestations and service needs. Previous studies using Latent Class Analysis (LCA) to capture this heterogeneity have been conducted mostly with community samples and have often applied a narrow definition of CP. Considering this context, this study investigated CP subgroups among elementary students with CP receiving special education services. LCA was conducted on 10 CP indices for 297 6–9 year old children. Latent CP subgroups were compared with 201 controls without CP. LCA suggests a three‐class solution based on severity of CP and context/informant reports (home/parent, school/teacher). Multinomial logistic regressions indicated that all CP subgroups differed from the control group on social competence and surgency/extraversion temperament scale in the expected direction but varied on specific personal, family, or school correlates. Interventions aimed at reducing CP should consider differences in CP subtype and in correlated risk factors. 相似文献
30.
Pascal Pansu Nicole Dubois Benoît Dompnier 《European Journal of Psychology of Education - EJPE》2008,23(4):385-397
The aim of this paper is to provide an overview of the socionormative approach of internality in the field of education, and
more specifically regarding scholastic judgment. It describes the theoretical development and the main procedures used by
researchers to show that internal causal explanations have more value than external ones because they are normative and convey
social value. We present results that show that the preference for internal explanations is learned in school. We also demonstrate
that internal explanations are often chosen for self-presentation purposes and have some bearing in evaluative practices (here,
scholastic judgment). We also present results which show that certain internal explanations of school events, regardless of
their valence (success or failure), enhance the social worth of the pupil producing them. This applies to effort-based explanations
which are more highly valued than others (e.g., in terms of personological traits such as aptitudes or abilities). Such results
lead us to discuss the role played by internal explanations in the evaluation practices. We underline the relevant aspect
of the socionormative theory of internality by comparison to another sociocognitive approach namely Weiner’s attributional
theory of motivation. 相似文献