全文获取类型
收费全文 | 1235篇 |
免费 | 22篇 |
专业分类
教育 | 982篇 |
科学研究 | 49篇 |
各国文化 | 19篇 |
体育 | 73篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 120篇 |
出版年
2022年 | 9篇 |
2021年 | 8篇 |
2020年 | 22篇 |
2019年 | 24篇 |
2018年 | 34篇 |
2017年 | 48篇 |
2016年 | 30篇 |
2015年 | 32篇 |
2014年 | 35篇 |
2013年 | 262篇 |
2012年 | 39篇 |
2011年 | 45篇 |
2010年 | 48篇 |
2009年 | 33篇 |
2008年 | 40篇 |
2007年 | 37篇 |
2006年 | 27篇 |
2005年 | 28篇 |
2004年 | 21篇 |
2003年 | 28篇 |
2002年 | 34篇 |
2001年 | 20篇 |
2000年 | 24篇 |
1999年 | 12篇 |
1998年 | 13篇 |
1997年 | 19篇 |
1996年 | 19篇 |
1995年 | 12篇 |
1994年 | 26篇 |
1993年 | 11篇 |
1992年 | 10篇 |
1991年 | 10篇 |
1990年 | 13篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 8篇 |
1985年 | 13篇 |
1984年 | 15篇 |
1983年 | 8篇 |
1982年 | 9篇 |
1981年 | 12篇 |
1980年 | 10篇 |
1979年 | 12篇 |
1978年 | 5篇 |
1977年 | 9篇 |
1976年 | 5篇 |
1973年 | 7篇 |
1971年 | 7篇 |
1968年 | 5篇 |
排序方式: 共有1257条查询结果,搜索用时 31 毫秒
71.
72.
73.
Endogenous technical advance and the stochastic trend in output: A neoclassical approach 总被引:2,自引:0,他引:2
In the recent endogenous growth literature, the trend in output is stochastic, while investment in scientific knowledge is treated as analogous to a capital stock. This paper models both research and development (R&D) and disembodied technical advance using neo-classical equations, which specify the equilibrium stocks as a function of prices and output. The elasticity of R&D in the production function, estimated using factor shares, is time-varying and increasing. Returns to scale are increasing in all factors. The most important aspect of the model is that the equilibrium rate of technical advance is not cyclically invariant, but co-moves with output at business cycle frequencies. This allows the production function to behave as a stochastic trend. Growth accounting demonstrates that long-term variations in the rate of productivity growth have been associated mainly with low-frequency fluctuations in the rate of disembodied technical advance, with secondary effects from the stocks of R&D and physical capital. During the high productivity period 1948–1972, technical advance contributed 1.48 percentage points per year to output, with 0.98 accounted for by R&D. The productivity slowdown of the mid-1970s was accounted by a gradual decline in the effect of R&D, and a more abrupt collapse in disembodied technology. The subsequent productivity revival was associated with two accelerations in disembodied technical advance, the first beginning in the early 1980s, and the second in the mid-1990s. The production function is simulated in a small econometric model. Model simulations find that exogenous shocks to the inflation rate generate significant variations in growth by inducing fluctuations in disembodied technology. 相似文献
74.
Femmie Juffer Jesús Palacios Lucy Le Mare Edmund J. S. Sonuga‐Barke Wendy Tieman Marian J. Bakermans‐Kranenburg Panayiota Vorria Marinus H. van IJzendoorn Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61
This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored. 相似文献
75.
Student perceptions of the information professions and their master's program in information studies
Joan M. Cherry Wendy M. Duff Nalini Singh Luanne Freund 《Library & information science research》2011,33(2):120-131
Library and information (LIS) education is undergoing a major transformation. During this time of change, there is a pressing need for data from all stakeholder groups to support strategic decisions within individual schools and across the discipline as a whole; students are a key stakeholder group. This paper reports on a 4-year study of master's students enrolled in an institution undergoing a transition toward an iSchool. The self-administered questionnaire was distributed to students enrolled in the Master of Information Studies program at the University of Toronto eight times: to incoming students in the fall term for 4 years, and to the entire student body in the spring term of those same years. The data collected from approximately 1000 questionnaires indicate that students arrive excited about the information professions and optimistic about employment opportunities. As they progress through the program, however, many are not satisfied with professional aspects of their program. They want courses that prepare them for their first professional position, and opportunities to gain experience, which they believe will increase their employability. The data from the 4-year period revealed fluctuations over the years, which indicates the value of examining longitudinal data. 相似文献
76.
Gauchat G 《Public understanding of science (Bristol, England)》2011,20(6):751-770
Using the National Science Foundation's 2006 Science Indicators Survey, this study explores three distinct explanations of public attitudes. First, the knowledge-attitudes model refers to a well tested relationship between public knowledge of science and more favorable attitudes toward science. Second, the alienation model hypothesizes that public disassociation with science is a symptom of a general disenchantment with late modernity, mainly, the limitations associated with codified expertise, rational bureaucracy, and institutional authority. A third approach emphasizes the cultural meaning of science: how various public beliefs about "what science is" relate to acceptance or reservations about science. The Science Indicators Survey shows that US adults view science (what it is or should be) in three distinct ways: (1) in terms of having a systematic method, (2) in terms of social location (i.e., takes place in a university or a laboratory), and (3) in terms of knowledge that should accord with commonsense and tradition. The findings in this study indicate that the knowledge-attitudes, alienation, and cultural meanings models are all valuable for understanding the cultural authority of science. However, the strength of these explanations depends on the type of attitude analyzed. 相似文献
77.
Gordon Hull Heather Richter Lipford Celine Latulipe 《Ethics and Information Technology》2011,13(4):289-302
Social networking sites like Facebook are rapidly gaining in popularity. At the same time, they seem to present significant
privacy issues for their users. We analyze two of Facebooks’s more recent features, Applications and News Feed, from the perspective
enabled by Helen Nissenbaum’s treatment of privacy as “contextual integrity.” Offline, privacy is mediated by highly granular
social contexts. Online contexts, including social networking sites, lack much of this granularity. These contextual gaps
are at the root of many of the sites’ privacy issues. Applications, which nearly invisibly shares not just a users’, but a
user’s friends’ information with third parties, clearly violates standard norms of information flow. News Feed is a more complex
case, because it involves not just questions of privacy, but also of program interface and of the meaning of “friendship”
online. In both cases, many of the privacy issues on Facebook are primarily design issues, which could be ameliorated by an
interface that made the flows of information more transparent to users. 相似文献
78.
Wendy C. Budin 《The Journal of perinatal education》2014,23(2):59-61
In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth. 相似文献
79.
Michelle D. Lazarus Gordon L. Kauffman Jr. Milind J. Kothari Timothy J. Mosher Matthew L. Silvis John R. Wawrzyniak Daniel T. Anderson Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388
Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists. 相似文献
80.
Michelle Gordon Allison Haack Rebecca Vernon Tiffany Saulter Debora Shaw 《Public Library Quarterly》2014,33(2):145-154
How do public libraries develop their collections of high-demand materials for the “I want it now” generation? Ten public libraries’ holdings of fiction and nonfiction bestseller titles were observed over a four-week period. The number of copies rose fairly consistently, with the five fiction titles having roughly about twice the number of copies as the five nonfiction titles. The ratio of holds to copies averaged 2.7:1 and ranged from 0.8:1 to 6.5:1. Demand for e-books was consistently higher than the number of copies available, averaging more than 4:1 across all libraries. 相似文献