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131.
Noordeen Gangani Gary N. McLean Richard A. Braden 《Performance Improvement Quarterly》2006,19(1):127-139
This article explores some of the major issues in developing and implementing a competency‐based human resource development strategy. The article summarizes a brief literature review on how competency models can be developed and implemented to improve employee performance. A case study is presented of American Medical Systems (AMS), a mid‐sized health‐care and medical device company, where the model is being used to improve employee performance and gain a competitive advantage. 相似文献
132.
Rick L. Edgeman 《Innovative Higher Education》1988,13(1):21-26
In the aftermath of World War II, Japan was left with little choice but to rebuild from the rubble of a shattered economy. Led by American statistical quality control disciples, Dr. W. Edwards Deming and J. M. Juran, Japan rapidly succeeded in transforming the phrase made in Japan from a synonym for junk to a hallmark for quality. Keyed by an emphasis on quality, reliability and productivity Japan has, like the mythical Phoenix, ascended from the ashes. The impact on America has been a significant decline in key world markets. Universities must accept leadership in the competitive challenge facing America.Rick L. Edgeman received the Ph.D. degree in statistics and operations research from the University of Wyoming where he received the W. Edwards Deming Excellence Award in Statistics. Currently he is an associate professor of quality science at Colorado State University. He has also held faculty positions at Bradley University, in the Center for Quality Applied Statistics at the Rochester Institute of Technology, and at North Texas State University where was responsible for the development of M.B.A. and Ph.D. programs in Quality and Reliability Management. He was the first fellow of the Caterpillar Tractor Company Research Foundation and serves on the Quality and Productivity Committee of the American and Statistical Association. His publications have appeared in numerous journals including theReliability Review, Quality Progress, Technology Transfer Advocate, The American Statistician, Mathematics and Computer Education, and theBrazilian Journal of Probability and Statistics. 相似文献
133.
Michelle McLean 《Teaching in Higher Education》2013,18(3):399-413
The conceptions of learning that students hold and how these change are dependent on several factors, including their schooling, personal traits of students and the academic environment of the tertiary institute (e.g. departmental policies, attitudes and behaviour of staff). This document discusses whether the conceptions of learning students (in this case, second year medical students) hold can be related to their academic ability. From a phenomenographic perspective (Marton et al., 1993), it would appear that students who were selected in the present study for their good academic record expressed more transformative conceptions of learning than did their less academically achieving peers, who appeared to rely on memorisation and recall. Based on the results of this study, 'academic ability' might then be a reflection of the conceptions of learning students hold. It would be interesting to extend this study to include students in other disciplines, experiencing other curricula and at different year levels. 相似文献
134.
Rick Sperling Jennifer Zwahr-Castro Felicia Cruz Jason Montalvo 《Journal of Latinos & Education》2017,16(2):110-123
Previous research has shown that people often engage in cultural-deficit thinking when reasoning about racial/ethnic achievement gaps. However, it is unclear whether culture-blaming explanations are best thought of as group-level internal attributions, expressions of prejudice against a lower status group, or self-serving bias. In this study, White and Latino participants (N = 328) responded to items that were written to express either a White-critical or pro–Asian American perspective on the White–Asian American achievement gap. Results indicated that Latinos were more likely to engage in pro-Asian than White-critical culture blaming, whereas expressions of culture blaming did not vary across frames among White participants. 相似文献
135.
Why do information gaps persist in African smallholder agriculture? Perspectives from farmers lacking exposure to conservation agriculture 总被引:1,自引:0,他引:1
Brendan Brown Rick Llewellyn Ian Nuberg 《The Journal of Agricultural Education and Extension》2018,24(2):191-208
Purpose: To explore why substantial agricultural information gaps persist in African smallholder farming communities and how to reduce them.Design/methodology/approach: Using conservation agriculture (CA) as a case study, we deeply explore with 29 smallholder farmers why they are yet to obtain sufficient information to enable practice evaluation.Findings: Respondents asserted that their lack of information on CA was not reflective of a lack of interest in obtaining it, but of the unavailability and inaccessibility of learning opportunities. A deeper analysis revealed an underlying passive approach to seeking information and culture of financial expectancy.Practical implications: If extension systems are to catalyse broader sustainable intensification, we find the need for emphasis on (1) more inclusive extension mechanisms; (2) education of farmers about demand-driven extension; and (3) revision of direct input provision to lead farmers.Theoretical implications: While not contesting the value of farmer-to-farmer (F2F) extension systems for those socially connected to lead farmers, we find four research questions for further exploration regarding the practical application of F2F mechanisms that may impede their broader effectiveness, namely (1) Is extension coverage sufficient? (2) Do farmers understand demand-driven extension systems? (3) Do current incentive structures complicate farmer information seeking behaviour? and (4) Do current mechanisms encourage social stratification?Originality/Value: To date, adoption studies have largely utilised quantitative, econometric lenses that generally assume farmers are sufficiently aware of the technologies in question. Due to our in-depth qualitative analysis, we provide novel insights into how to close informational gaps that hamper efforts to increase the food and livelihood security of African smallholder farmers. 相似文献
136.
Investigation of information seeking has focused on initial organizational entry hut there is evidence information seeking strategies continue to develop throughout organizational careers. This study begins an investigation of information seeking as a day‐to‐day component of organizational life. Individual characteristics of organizational members and situational variables were investigated to determine their relationship with information seeking behavior. Respondent age was found to influence selection of information seeking strategy. The situational variables of employment classification and length of employment also significantly influenced information seeking strategy. Taken together the differences suggest that information seeking strategies change in predictable ways throughout organizational careers. 相似文献
137.
Marjolein Dobber Inne Vandyck Sanne Akkerman Rick de Graaff Jos Beishuizen Albert Pilot 《欧洲师范教育杂志》2013,36(3):346-363
Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of community competence in the intended curriculum, the implemented curriculum and the attained curriculum. Various types of data are gathered and analysed in respect of these three curriculum representations. It appears that community competence is weakly conceptualised in the intended curriculum. In the implemented, and especially the attained curriculum, this results in no systematic and explicit practice in terms of the development of community competence. 相似文献
138.
Tony Harland Angela McLean Rob Wass Ellen Miller Kwong Nui Sim 《Assessment & Evaluation in Higher Education》2015,40(4):528-541
This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments. Lecturers rewarded student work with grades and controlled study behaviour with assessment. In some situations it was possible to experience hundreds of graded assessments in an academic year. Students were single-minded when it came to grades and would not work without them. These conditions contributed to competition for student attention and a grading arms race between academics and subjects. In this context, the spaces for achieving certain educational objectives, such as fostering self-motivated learners, were marginalised. Both students and lecturers were unsatisfied with this situation, but neither group could envisage radical change. Students were generally happy to accumulate small marks, while being irritated and stressed by frequent grading. Lecturers were aware of better practices but felt trapped by circumstances. The idea of slow scholarship is introduced to encourage a re-think of such assessment practices, support a positive shift in assessment culture and contribute to the theories of assessment. 相似文献
139.
Stephen Heath Rick Altman A.J. Prats Thomas Allen Nelson Ingmar Bergman Annette Kuhn 《Communication Booknotes Quarterly》2013,44(12):141-142
Stephen Heath, QUESTIONS OF CINEMA (Bloomington: Indiana University Press, 1981—$22.50/$9.95) Rick Altman, ed., GENRE: THE MUSICAL (London: Routledge and Regan Paul, 1981—$19.95) A.J. Prats, THE ALTIONOMOUS IMAGE: CINEMATIC NARRATION AND HUMANISM (Lexington: The University Press of Kentucky, 1981—$14.50) Thomas Allen Nelson, KUBRICK: INSIDE A FILM ARTIST'S MAZE (Bloomington: Indiana University Press, 1982—$37.50/$9.95) Ingmar Bergman can be found in Paisley Livingston, INGMAR BERGMAN AND THE RITUALS OF ART (Ithaca: Cornell University Press, 1982—$19.95) Annette Kuhn, WOMEN'S PICTURES: FEMINISM AND CINEMA (London: Routledge Et Kegan Paul, 1982—$9.95 paper) Herbert Eagle ( ed . ) , RUSSIAN FORMALIST FILM THEORY (Av ailable from Michigan Slavic Publications, 3040 MLB, Department of Slavic Languages and Literatures, University of Michigan, Ann Arbor'48109 —no price given) Robert Edmonds, THE SIGHTS AND SOUNDS OF CINEMA AND TELEVISION: HOW THE AESTHETIC EXPERIENCE INFLUENCES OUR FEELINGS (New York: Teachers College Press, 1982—no price given) Gerald Mast, HOWARD HAWKS, STORYTELLER (New York: Oxford University Press, 1982—$29 95) John R. May and Michael Bird (ed.), RELIGION IN FILM (Knoxville: University of Tennessee Press, 1982—$16.50/$7.95) 相似文献
140.