全文获取类型
收费全文 | 154篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 93篇 |
科学研究 | 43篇 |
各国文化 | 2篇 |
体育 | 1篇 |
文化理论 | 3篇 |
信息传播 | 15篇 |
出版年
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 1篇 |
2019年 | 8篇 |
2018年 | 6篇 |
2017年 | 11篇 |
2016年 | 12篇 |
2015年 | 5篇 |
2014年 | 7篇 |
2013年 | 24篇 |
2012年 | 8篇 |
2011年 | 7篇 |
2010年 | 11篇 |
2009年 | 3篇 |
2008年 | 4篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 6篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1984年 | 1篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有157条查询结果,搜索用时 0 毫秒
51.
Shah Yibin Ye Suping 《大连大学学报》1995,(1)
提高酒店的服务质量必须增强企业的整体服务意识。整体服务意识是统一、规范、完整的服务质量观。本文从酒店业的实际出发,界定了构成整体服务意识的四个要素及其相互之间的关系,概括并总结了确立和实践整体服务意识的酒店企业的成功经验,同时还从企业经营管理的角度指出影响酒店提高优质服务所存在的问题。 相似文献
52.
Shah Veenita Murthy Sahana Warriem Jayakrishnan Sahasrabudhe Sameer Banerjee Gargi Iyer Sridhar 《Educational technology research and development : ETR & D》2022,70(1):263-288
Educational technology research and development - MOOCs support the global need of learning resources with large impact through online access and no geographical boundaries. However, pedagogical... 相似文献
53.
Muhammad Jika Saidu Miah Shah J. Isa Azman Mat Samsudin Ahmad Zam Hariro 《Education and Information Technologies》2022,27(4):5551-5571
Education and Information Technologies - Information governance (IG) embraces underlying necessities to organize information using consistent method for meeting organizational needs. This demand... 相似文献
54.
Vilma Seeberg Supriya Baily Asima Khan Heidi Ross Yimin Wang Payal Shah 《Asia Pacific Journal of Education》2017,37(2):232-247
This article examines how non-governmental organizations create resources and spaces for girls and women’s education and empowerment in China, India and Pakistan – in the context of global expectations and local state relations as well as cultural norms. We examine the dynamics that foster female empowerment associated with educational attainment. Analysis showed that the five NGO’s responses to enabling and constraining local needs and demands gave rise to productive friction that activated positive development. We conclude that engaging local individuals as managers, teachers or facilitators who can negotiate with international actors and with the state is an effective foundation for maintaining a balance between being accountable to local contingencies and norms and to global social justice principles of the projects. These models indicated that “effective scale” might better be defined as a collaboration between the local and global, rather than “scaling up” in size.
International NGO partnerships with several of state organizations and local leadership can be a catalyst for fundamental change, subject to dynamic engagement with productive friction that activates educational empowerment and social change. 相似文献
55.
56.
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe. 相似文献
57.
58.
Hemant Shah 《亚洲交流杂志》2013,23(1):32-46
This article uses the Chipko movement in northeastern India to propose an additional way to think alternatively about communication and development. The Chipko movement took place in the 1970s. Movement members demanded better local resource management by the state and for a greater voice in the determining the use of the local forests. Acknowledging that alternatives to the dominant paradigm of communication and development already exist (the participatory communication models and the participatory action research models), this essay shows even these alternatives did not address certain problems associated with the dominant paradigm. After a brief review of the dominant paradigm and the alternatives this article examines certain dimensions of the Chipko movement, such as the role of movement leaders, resource management, and strategies of communication, and argues that a Chipko-based ‘regions in protest’ model should take a place among the various models posed as alternatives to the dominant paradigm. 相似文献
59.
Vivek B. Kute Aruna V. Vanikar Manoj R. Gumber Himanshu V. Patel Pankaj R. Shah Sachin B. Patil Hargovind L. Trivedi 《Indian journal of clinical biochemistry : IJCB》2013,28(2):201-205
Bardet-Biedl syndrome (BBS) is a rare autosomal recessive condition characterized by retinitis pigmentosa, postaxial polydactyly, central obesity, and renal involvement. Renal failure is the commonest cause of death. We report a case of BBS with chronic kidney disease (CKD) at younger age (17 year) from India. This diagnosis should be considered in patients with renal disease and the characteristic phenotype of retinitis pigmentosa, postaxial polydactyly and central obesity. These patients should undergo regular monitoring of renal function test to early diagnosis and treatment of CKD to prevent morbidity and mortality. Renal transplantation is a viable option of renal replacement therapy in these patients. These findings are valuable for comparing phenotype of BBS patients with CKD from various national and international centers. 相似文献
60.
Saeeda Shah 《British Journal of Religious Education》2012,34(1):51-65
Muslim schools are a growing phenomenon across the world. Muslim diaspora resulting from multiple factors including political, religious and economic enhanced the need among Muslims to maintain and develop their faith identity. Marginalisation of Muslims, in whatever forms and for whatever reasons, particularly in Muslim minority and/or secular societies further energised affiliations with faith identity. In this context, the article will argue that Islamic schools are being seen by many Muslims as an option not only to provide opportunities for updated education in consonance with their perceptions of Muslim identity, but also to denote an agenda for resistance to challenge racism and existing power relations. 相似文献