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91.
Universities are engines of the knowledge-based economy, both as sites of knowledge production and exploitation. Over the
past two decades a “Third Mission” for universities has been articulated, alongside teaching and research; and this third
mission is understood as commercial engagement. While growing literatures on the entrepreneurial university and university
entrepreneurship have emerged, they are broadly conceptualized and overly fragmented. In this article we advance the concept
of entrepreneurial architecture as an analytical framework to understand the organizational dynamics of the contemporary university
and fuse two dominant discourses on the entrepreneurial evolution of higher education. We offer a pragmatic approach for institutions
to respond to the challenges of the Third Mission. 相似文献
92.
This paper presents the development of a coarse-fine dual precision positioning stage to achieve long travel range and high accuracy. The fine stage is arranged in series with a coarse stage. The key in the fine stage design is the choice of a toggle mechanism for a tight mechanical loop with high stiffness and compactness. We designed the toggle mechanism for reduction of the displacement to suppress signal noises, The performance of the coarse and fine stages was verified with an optical encoder and capacitive sensor, respectively. The measurement results show that the dual mechanism has a travel range of 1 mm and resolution of 30 nm. 相似文献
93.
Jen Scott Curwood 《Teaching Education》2014,25(2):156-183
This year-long ethnographic case study examined high school teachers’ participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to acknowledge, expand on, and counter others’ identity claims. Moreover, technology integration may challenge teachers’ established identities or threaten their authority in the classroom. This analysis suggests that teacher educators need to value teachers’ established and emergent identities as well as create space for dialogic narratives in order to facilitate technology integration in schools. 相似文献
94.
Carla Rice Eliza Chandler Kirsty Liddiard Jen Rinaldi Elisabeth Harrison 《Gender and education》2018,30(5):663-682
Project Re?Vision uses disability arts to disrupt stereotypical understandings of disability and difference that create barriers to healthcare. In this paper, we examine how digital stories produced through Re?Vision disrupt biopedagogies by working as body-becoming pedagogies to create non-didactic possibilities for living in/with difference. We engage in meaning making about eight stories made by women and trans people living with disabilities and differences, with our interpretations guided by the following considerations: what these stories ‘teach’ about new ways of living with disability; how these stories resist neoliberalism through their production of new possibilities for living; how digital stories wrestle with representing disability in a culture in which disabled bodies are on display or hidden away; how vulnerability and receptivity become ‘conditions of possibility’ for the embodiments represented in digital stories; and how curatorial practice allows disability-identified artists to explore possibilities of ‘looking back’ at ableist gazes. 相似文献
95.