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1.
In general, rhetoric and myth play important roles in policymaking. Myths may inspire collective action but may also mystify and blur views on reality. In this article we identify, analyze, and reflect on the myths underlying the e-government programs of Australia, Canada, the United Kingdom, Denmark, and the Netherlands. We found that in all national policies myths of technological inevitability, a new and better government, rational information planning, and empowerment of the intelligent citizen can be discerned. Although the mobilizing powers of these myths are acknowledged, we conclude that existing empirical studies have generated little support for the inescapable telos of these myths, which makes canvas cleaning effects of e-government initiatives less likely. 相似文献
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Mark Cordano Stephanie Welcomer Robert Scherer Lorena Pradenas Victor Parada 《The Journal of environmental education》2013,44(4):224-238
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977), the theory of reasoned action (Ajzen & Fishbein, 1980), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999). Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior. 相似文献
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Exploration and exploitation in innovation systems: The case of pharmaceutical biotechnology 总被引:2,自引:0,他引:2
This paper develops a theoretical framework for an explanation of how exploitation and exploration build on each other, in a ‘cycle of discovery’, developed in earlier research. The framework is tested empirically, in the sense of seeing whether it can help to reconstruct and understand the emergence of the pharmaceutical industry. One of the conclusions is that whereas recent literature stresses the idiosyncratic nature of the biotechnological revolution, our analysis seems to reveal that this does not seem to be as unique as suggested. From this, we conclude that the theoretical framework we propose, serves its purpose of explanation. But there are also some lessons for improving it. 相似文献
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Sylvia Hurtado June C. Han Victor B. Sáenz Lorelle L. Espinosa Nolan L. Cabrera Oscar S. Cerna 《Research in higher education》2007,48(7):841-887
The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority
students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students.
We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal
data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP)
Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora,
Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus
racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year.
This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1
GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor. 相似文献
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To what extent do students and teachers hold similar beliefs about excellent teaching? Do differences in beliefs have practical implications (e.g., how students rate their teachers on end-of-semester evaluation forms)? In Study 1, undergraduate students (N=414) and faculty members (N=128) responded to questionnaires assessing their perceptions of an excellent discussion leader, lecturer, or instructor. Participants judged items that contributed to a Structure composite as more characteristic of excellent lecturers than excellent discussion leaders and items that contributed to a Process composite as more characteristic of excellent discussion leaders than excellent lecturers. Results for students and teachers showed several systematic differences. In Study 2,278 students and their course teachers rated the characteristics of a hypothetical excellent lecturer. In addition, students rated the effectiveness of their individual teachers. Students’ ratings of their teachers were higher when students and teachers agreed on their perceptions of characteristics of excellent lecturers. 相似文献