首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   89篇
  免费   0篇
教育   64篇
科学研究   3篇
各国文化   6篇
体育   5篇
信息传播   11篇
  2021年   1篇
  2020年   6篇
  2019年   2篇
  2018年   4篇
  2017年   2篇
  2016年   1篇
  2015年   3篇
  2013年   17篇
  2012年   7篇
  2011年   3篇
  2009年   2篇
  2008年   2篇
  2007年   7篇
  2006年   2篇
  2005年   2篇
  2004年   1篇
  2003年   2篇
  2002年   3篇
  2001年   1篇
  2000年   2篇
  1997年   1篇
  1996年   2篇
  1994年   1篇
  1992年   1篇
  1991年   2篇
  1990年   2篇
  1989年   2篇
  1986年   3篇
  1978年   2篇
  1976年   1篇
  1974年   1篇
  1971年   1篇
排序方式: 共有89条查询结果,搜索用时 0 毫秒
21.
22.
It is well documented that government agencies, at all levels, continue to have problems ensuring that government web sites follow laws related to web accessibility for people with disabilities. Although there are a number of published studies on government web accessibility that are point-in-time, there are no published studies consisting of a longitudinal analysis of state-level government web site accessibility. This paper contributes to the research literature in three ways: 1) an accessibility inspection of 25 Maryland state government homepages in 2012 which involved 150 human inspections of web pages, 2) a comparison of the results from 2012 to a similar accessibility evaluation in 2009, and 3) a discussion of the role of a web page template, which was introduced in Maryland state government shortly after the 2009 evaluation. The data from this longitudinal evaluation leads to the conclusion that web page templates do tend to result in more accessible sites within state government.  相似文献   
23.
24.
Audiences can and do form parasocial relationships with media personalities. Media personalities, programs, and stations can use social media to enhance this relationship. More and more stations and programs are using social media to cultivate parasocial relations, but the consequences of this cultivation are largely understudied in terms of parasocial responses. This paper examines the fallout on social media of the loss of a parasocial relationship (called “parasocial breakup”) with a large market radio DJ who is removed from the air. The results confirm the presence of a parasocial relationship, feelings of parasocial breakup, and the consequences of these parasocial disruptions on station brand identity.  相似文献   
25.
在企业环境中,管理数据流或者实时数据更新是任何数据挖掘操作的一个主要挑战.无论是数据还是元数据,都要确保数据流的稳定、正确、可验.在这种环境下,实时数据更新很复杂,且数据量大而难懂.管理频繁变化的数据和元数据对企业是巨大的挑战.本文阐述了在管理企业数据的任务中的技术问题,并提出了一种解决方法.这种解决方法可以结合多个领域里的知识,如工程技术和统计学,来理解和标准化企业挖掘的准备工作,以使信息采集和质量管理自动化.  相似文献   
26.
Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child’s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports.  相似文献   
27.
    
What role should pleasure play in kinesiology? Although pleasure is an important concept in kinesiology, the strengths, weaknesses, and dangers of this concept have not been properly clarified. Douglas Booth and Richard Pringle have both recently scolded kinesiologists over the issue of pleasure in kinesiology with decidedly mixed results. They insist that the importance of pleasure has been neglected, and that the role that human culture plays in properly understanding pleasure in kinesiology, has been underestimated. Booth (2009) Booth, D. 2009. Pleasure and physical education philosophy. Quest, 61(2): 133153. [Taylor & Francis Online], [Web of Science ®] [Google Scholar] argues that “puritanical” prohibitions have made pleasure suspect. Pringle (2010) Pringle, R. 2010. The educative value of positive movement affects. Quest, 62(2): 119134. [Taylor & Francis Online], [Web of Science ®] [Google Scholar] argues that kinesiologists must remember that “many students are not currently gaining a love for movement in their [physical education] experiences” (p. 130). Each scholar's suspicion of traditional distinctions between “good and bad physical pleasures” (Booth, 2009 Booth, D. 2009. Pleasure and physical education philosophy. Quest, 61(2): 133153. [Taylor & Francis Online], [Web of Science ®] [Google Scholar], p. 148) results in an untenable commitment to pleasure as an intrinsic good. In short, their views are hedonistic. Although Booth and Pringle are right that pleasure is good, it is not an end in itself.  相似文献   
28.
    
What, to borrow a theological phrase, are the marks of a truly holistic kinesiology department? In Kinesis and the Nature of the Human Person (2010), I examined the theoretical impact of Aristotle's definition of kinesis and Polanyi's theory of tacit knowledge on kinesiology. The intention here, however, is practical rather than theoretical. How would a holistic philosophy impact the day-to-day activities within the discipline of kinesiology? What tenets would a holistic department of kinesiology hold? What direction and aims would such a department have? Four areas of impact and reform are offered. First, kinesiologists should engage the humanities. A vibrant humanistic presence in the field will not only make kinesiology more holistic; it will give kinesiologists the tools to articulate a holistic understanding of the nature of the human person. Second, kinesiologists should recognize the importance of experience, practice, and apprenticeship within the field. Third, departments should embrace rather than shun specificity. Finally, kinesiologists are encouraged to acknowledge that a field dedicated to “physical activity” must require, engage in, and passionately profess the actual practice of “moving well.”  相似文献   
29.
    
One sees various efforts in developed as well as in developing economies to seek a greater participation of lower‐income students in their nation's leading universities. Once lower‐income students do enroll in a highly selective institution, what happens to them? How well do they do academically when compared to their more wealthy counterparts? How integrated are they into the academic community and in their satisfaction with their choice and sense of support by the institution and fellow students? These are crucial questions, if and when élite universities in various parts of the world become more representative of their general population; the stated desire of most of these institution, virtually all of which are nationally funded entities that must justify their public subsidies. This paper explores the divide between poor and rich students, first comparing a group of selective US institutions and their number and percentage of Pell Grant recipients and then, using institutional data and results from the University of California, Student Experience in the Research University Survey (SERU Survey), presenting an analysis of the high percentage of low‐income undergraduate students within the University of California system; who they are, their academic performance and quality of their undergraduate experience.  相似文献   
30.
    
The purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock–Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n = 720), 9 to 13 (n = 1,995), 14 to 19 (n = 1,615), and 20 to 39 (n = 1,409). Using a model including factors representing general intelligence, Cattell–Horn–Carroll broad abilities, and reading decoding skills, results revealed significant direct effects for reading decoding skills and Crystallized Intelligence on reading comprehension across all age levels. Memory‐related abilities, processing speed, and auditory processing demonstrated indirect effects on reading comprehension through reading decoding skills. The magnitude of direct and indirect effects varied as a function of age. The results provide support for integrative models of reading that include both direct and indirect effects of cognitive abilities on reading comprehension and for consideration of developmental differences in the cognitive aptitudes predicting reading comprehension. © 2012 Wiley Periodicals, Inc.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号