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Anna Verebély Ligetiné Ottó Mihály Péter Vajó 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(4):465-478
This study is concerned with the problem of perspective planning of education. First it considers the underlying conception of the educational system, indicating what are the essential factors in Hungary's national education. The authors then seek, by means of a systems theory conception to give this education a place in society, and in civilization — bearing in mind that national education is “a system of relative independence”. From here they go on to examine the patterns imposed by planning for perspective development. An important section examines planning as a process and considers it as an essential concomitant of the strategy of development in the following phases:
- the politico-scientific process of formulating the conception.
- the process of checking the continuing validity of the conception.
- the decision-making process by which the conception is accepted.
- the process of initiating and implementing the conception.
43.
ABSTRACTThe right to education for all children, including asylum-seeking children, is enshrined in the UN Convention on the Rights of the Child. However, there is little research available to describe the educational provision provided to unaccompanied asylum-seeking children (UASC) in England. Crucially, it is not known whether the educational needs are met by the provision available to UASC. In the most recent figures, the number of UASC in England has risen by 130% since 2013, to 4,480. Schools, ‘virtual schools’ responsible for children in care, social workers, and policymakers wish to know how this population is currently being served and how they might better serve them. This paper presents the findings from a mapping exercise on education available to UASC in England including 12 semi-structured interviews with virtual school heads, teachers, social workers, and charity education providers; document analysis; a workshop at the Department of Education with key stakeholders; and summary statistics. It highlights gaps in data and provision; conceptualises types of provision into bespoke, mainstream, and English language; and analyses how provision interacts with assessment and support needs. What emerges is a framing of provision through an integration lens and an agenda for future research and practice. 相似文献
44.
Mary Diederich Ott Theodore S. Markewich Nancy L. Ochsner 《Research in higher education》1984,21(4):439-460
A logit model is developed to predict the retention of graduate students. The use of the BMDP4F procedure to develop a logit model for graduation student retention is outlined, and the model is applied to data from a major university. In this study, predicted retention rates for master's students were independent of age and sex, but were a function of race/visa status, registration status, and the interactions between academic division and registration status and between academic division and race/visa status. Predicted rates for doctoral students were independent of age and race/visa status, but were a function of registration status, academic division, and the interactions between academic division and registration status and between academic division and sex. 相似文献
45.
Scott Hoefle Willard B. Ott Christopher M. Scherpereel Susan K. Williams 《Decision Sciences Journal of Innovative Education》2020,18(2):249-269
We describe our process for transforming a traditional, core operations management/supply chain management (OM/SCM) course into an experiential, integrated, and coordinated course. We developed a vison to create a course that all business majors would find engaging and relevant and that faculty would teach consistently and at the same level of rigor. A primary result was three new learning outcomes that focused on concept integration across operations, the supply chain, and the business. We specifically focused on decision trade‐offs and the effects of OM/SCM decisions on other parts of operations, the supply chain, and the business. The redesigned course has been implemented for three semesters. Our experiences offer new insights for redesigning and coordinating an OM/SCM core course and a process that can be implemented in other redesign efforts. 相似文献
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Brian L. Ott 《Quarterly Journal of Speech》2013,99(3):334-347
This essay draws from Edwin Black's Rhetorical Questions to illuminate the role of mutability in rhetoric, consciousness, and social idioms as it is displayed in Haydar ‘Abd al‐Shafi's speech delivered at the Madrid conference on October 31, 1991. Shaft's speech represents a significant mutation in Palestinian discourse. In this speech, the symbolic mold and the hereditarian social idioms that had controlled the Palestinian narrative until the intifada yielded to a mixed idiom that retained the hereditarian values essential for Palestinian identity but opened up space for the convictional values necessary for negotiation and rapprochement with Israel. This essay demonstrates that rhetorical critical theory could benefit from a close reading and application of the themes in Rhetorical Questions. 相似文献
48.
Infants require locomotor experience to behave adaptively at a drop‐off. However, different experimental paradigms (visual cliff and actual gaps and slopes) have generated conflicting findings regarding what infants learn and the specificity of their learning. An actual, adjustable drop‐off apparatus was used to investigate whether learning to distinguish a step from a cliff transfers from crawling to walking. Experienced 12‐month‐old crawlers (n = 16) refused to crawl over risky drop‐offs but novice 12‐month‐old walkers (n = 17) stepped repeatedly over the edge. Experienced 18‐month‐old walkers (n = 18) refused to walk over risky drop‐offs but descended using alternative methods. These findings suggest that infants do not acquire generalized responses like fear or wariness of heights. Rather, infants learn to perceive affordances for the experienced action. 相似文献
49.
Adolph Ott 《Journal of The Franklin Institute》1870,90(4):282-285
50.
Adolph Ott 《Journal of The Franklin Institute》1870,90(3):210-213