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61.
Yoko Tsuruta 《Asia Pacific Journal of Education》2013,33(2):140-155
The internationalization of higher education is considered to be a major policy agenda in the global knowledge society. For Japan, internationalization has been a key driver in academic and social advancement, while its traditional culture and national identity have also been retained. Recently, a series of policies have been presented by the government, university, and industry to attract more students and top calibre researchers from Asia and further afield, and to enhance exchange and collaboration, internationalization at home, and global human resource development. Concurrently, the controversial nature of internationalization has been pointed out, as well as the stagnant mobility of Japanese students and their inward-looking attitude. This paper discusses the internationalization of Japanese higher education by examining the relevant policy, practice, and perceptions of the people and institutions concerned. The major findings reveal the complexity of internationalization as a dynamic process of change, its vulnerability and marginality, and the extent of the gap between policy and practice. The author also addresses the increased relevance of the research in this field to policy-making and practice in education and its contribution to the production of new knowledge. 相似文献
62.
Virginia A. De Sanctis Yoko Nomura Jeffrey H. Newcorn Jeffrey M. Halperin 《Child abuse & neglect》2012,36(11-12):782-789
ObjectiveChildren with attention-deficit/hyperactivity disorder (ADHD) are at heightened risk for maltreatment in childhood and criminality as they enter into adolescence and early adulthood. Here, we investigated the effect of moderate to severe childhood maltreatment on later criminality among adolescents/young adults diagnosed with ADHD in childhood while accounting for the contributions of other known risk factors such as early conduct disorder (CD).MethodsEighty-eight participants from a longitudinal study of children diagnosed with ADHD and screened for comorbid disorders at age 7–11 years were assessed for maltreatment histories at the time of the 10-year adolescent follow-up. Detailed juvenile and adult criminal records were obtained from the New York State Division of Criminal Justice Services approximately 3-years after commencement of the follow-up study. We used regression analyses to determine predictors of adolescent/young adult criminal behavior.ResultsModerate to severe childhood maltreatment increased the risk of adolescent/young adult arrest over and above the risk associated with childhood CD, while both childhood maltreatment and childhood CD significantly increased the risk of recidivism. ADHD youth classified as maltreated were three and a half times more likely to be arrested when compared to ADHD youth without a maltreatment classification.ConclusionWe established maltreatment as a risk factor for criminality in ADHD youth and demonstrated that this relationship was independent of the contributions of CD, and established risk factor for antisocial behavior in this population. The findings highlight the need for maltreatment screening in children with ADHD in order to identify those at heightened risk for criminal activity, and target treatment to improve outcome in this high-risk group of children. 相似文献
63.
64.
Malva Villalón Emy Suzuki Maria Olivia Herrera Maria Elena Mathiesen 《International Journal of Early Years Education》2002,10(1):49-59
The aim of the study was to assess the quality of the different types of Chilean early childhood care and education programmes according to international standards. The sample included 120 centres representing the different types of pre-school programmes available, randomly selected from two different geographical regions of the country, where 52% of the population lives. This paper presents the structural and process characteristics observed in the classrooms, according to the results from the application of the Early Childhood Environment Rating Scale (ECERS). All the different types of pre-school programmes in Chile exhibited a minimum level of quality, even though there are differences among types of programmes and also according to the geographical area where they were settled. Results are compared with findings from the European Child Care and Education (ECCE) study developed in Austria, Germany, Portugal and Spain and from the Effective Provision of Pre-school Education (EPPE) project, developed in Britain. Cette étude se propose de évaluer la qualitédes différents programmes d'éducation et soin d'enfants au Chili, selon des standards internationaux. 120 centres ont été selectionnés au hasard, dans les deux départements du pays ou habite le 52% de la population. Cet article analyse les caractéristiques structurelles et du procès observes dans les classes, selon les résultats obtenus avec l'application de l'Early Childhood Environment Rating Scale (ECERS). Les différents types de programme on montré un niveau minimal de qualité même s'il y avait de différences significatives parmi les programmes et les départements. Les résultats sont compares avec l'étude European Child Care and Education (ECCE) développeé a le'Autriche, dans l'Allemagne, au Portugal et en Espagne et avec ceux projet Effective Provision of Pre-school Education (EPPE), développe a l'Angleterre. El propósito de este estudio fue la evaluación de la calidad de los diferentes programas de Educación y cuidado infantil existentes en Chile, aplicando criterios internacionales. La muestra incluyó 120 centros que representan los diferentes tipos de programas existentes en el país, seleccionados al azar, en las dos regiones, en las que habita el 52% de la población total. Este artículo analiza las características estructurales y del proceso observadas en las salas, de acuerdo a los resultados de la aplicación de la Early Childhood Environment Rating Scale (ECERS). Los distintos tipos de programas mostraron un nivel de calidad promedio correspondiente al rango minimo, aunque existen diferencias significativas entre ellos y también entre las dos regiones. Estos resultados fueron comparados con los hallazgos de los estudios-European Child Care and Education (ECCE), desarrollado en Austria, Alemania, Portugal y Espana y Effective Provision of Pre-school Education (EPPE), realizado en Inglaterra. 相似文献
65.
Hidekazu Kaneko Hiroto Sano Yasuhisa Hasegawa Hiroshi Tamura Shinya S. Suzuki 《Learning & behavior》2017,45(2):191-204
To investigate how motor sensation facilitates learning, we used a sensory–motor association task to determine whether the sensation induced by forced movements contributes to performance improvements in rats. The rats were trained to respond to a tactile stimulus (an air puff) by releasing a lever pressed by the stimulated (compatible condition) or nonstimulated (incompatible condition) forepaw. When error rates fell below 15%, the compatibility condition was changed (reversal learning). An error trial was followed by a lever activation trial in which a lever on the correct or the incorrect response side was automatically elevated at a preset time of 120, 220, 320, or 420 ms after tactile stimulation. This lever activation induced forepaw movement similar to that in a voluntary lever release response, and also induced body movement that occasionally caused elevation of the other forepaw. The effects of lever activation may have produced a sensation similar to that of voluntary lever release by the forepaw on the nonactivated lever. We found that the performance improvement rate was increased by the lever activation procedure on the incorrect response side (i.e., with the nonactivated lever on the correct response side). Furthermore, the performance improvement rate changed depending on the timing of lever activation: Facilitative effects were largest with lever activation on the incorrect response side at 320 ms after tactile stimulation, whereas hindering effects were largest for lever activation on the correct response side at 220 ms after tactile stimulation. These findings suggest that forced movements, which provide tactile and proprioceptive stimulation, affect sensory–motor associative learning in a time-dependent manner. 相似文献
66.
Ikuko Suzuki 《Compare》2002,32(2):243-259
Participation, a 'buzzword' in social development in both developed and developing countries, has several different interpretations in terms of purpose, form and implication. For instance, parents are encouraged to participate individually in choosing the school for their own children, and they are expected to participate collectively in school development through the work of school governing bodies. Furthermore, participation in education is often considered to be a means of assuring accountability of decentralised institutions. This paper explores the notion of parental participation in school governance, based on data obtained from field research in Uganda. It argues that parents' perceptions of the accountability of the school affect the way they participate in education. Thus, accountability is one of the crucial factors for realising local democracy through decentralisation. 相似文献
67.
68.
Shinobu Suzuki 《Communication quarterly》2013,61(1):123-143
This study examines how an individual's argumentative communication traits and involvement, a situational factor, account for the way the individual structures his or her written argument. Research questions were posited to ask which of the 3 models—the Interaction Model, the Mediation Model, and the Simple Main Effects Model—best predicts the use of macro- and micro-structures of written argument. Logistic and multiple regression analyses were conducted to analyze 229 usable responses collected from Japanese college students. The results revealed that the Mediation Model and the Simple Main Effects Model are viable models. Argumentative traits and involvement interrelate to explain argument structures, revealing a somewhat complex but interpretable mechanism. 相似文献
69.
通过对《竹简孙子》和《魏武注孙子》一系的现行本《孙子兵法》加以比较,特别以《形篇》中"守"的解释为中心展开讨论,认为实现不战屈敌、保全本国为目的的国家战略,是符合孙武本意的。因此《孙子兵法》原本不存在"善攻者"三字,并非脱字、误字,这样文脉贯通,是《孙子兵法》本质意义上的字句。 相似文献
70.
Passow A. Harry Hilker Franz Lilge Frederic Suzuki Kenzo Wittig Horst E. Dobinson C. H. Chambre P. Tanner J. M. Williams John D. Takala Annika Anderson C. Arnold Engleman Finis E. Ahtik Vito Edlund Sven 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(4):485-505
International Review of Education - 相似文献