全文获取类型
收费全文 | 94篇 |
免费 | 2篇 |
专业分类
教育 | 49篇 |
科学研究 | 11篇 |
体育 | 14篇 |
文化理论 | 3篇 |
信息传播 | 19篇 |
出版年
2022年 | 1篇 |
2021年 | 3篇 |
2019年 | 2篇 |
2018年 | 7篇 |
2017年 | 7篇 |
2016年 | 5篇 |
2015年 | 3篇 |
2014年 | 1篇 |
2013年 | 22篇 |
2012年 | 4篇 |
2011年 | 2篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 3篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1974年 | 2篇 |
1971年 | 1篇 |
1966年 | 1篇 |
1860年 | 1篇 |
1855年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有96条查询结果,搜索用时 46 毫秒
81.
Edward H. Spence 《Ethics and Information Technology》2011,13(3):261-275
This paper provides a general philosophical groundwork for the theoretical and applied normative evaluation of information
generally and digital information specifically in relation to the good life. The overall aim of the paper is to address the
question of how Information Ethics and computer ethics more generally can be expanded to include more centrally the issue
of how and to what extent information relates and contributes to the quality of life or the good life, for individuals and for society. To answer that question, the paper explores and provides by way of a theoretical groundwork
for further research, the concept of wisdom understood as a type of meta-knowledge as well as a type of meta-virtue, which can enable one to both know in principle what a good life is and how to successfully apply that knowledge in living
such a life in practice. This answer will be based on the main argument presented in this paper that the notion of wisdom understood as being at once a meta-epistemological, meta-axiological and meta-eudemonic concept, provides the essential conceptual link between information on the one hand and the good life on the other. If, as
we are told, this is the Age of Information, both the theoretical examination and analysis of the question of how information
relates to the good life and the provision of an adequate answer to that question are essential for developing a deeper understanding
of how to evaluate the theoretical and practical implications and ramifications of information for the good life, for individuals
and societies generally. 相似文献
82.
83.
Patric R. Spence David Westerman Chad Edwards Autumn Edwards 《Communication Research Reports》2013,30(3):272-280
This study examined the relationships between faculty workplace bullying with graduate students’ burnout and organizational citizenship behaviors. Graduate students (N = 272) completed a self-report questionnaire measuring the degree to which faculty bully them at work (i.e., through belittlement, punishment, managerial misconduct, exclusion) along with reports of their student burnout (i.e., exhaustion, cynicism, professional efficacy) and use of organizational citizenship behaviors (i.e., helping, civic virtue, sportsmanship). Results of canonical correlations revealed that faculty bullying was related positively to graduate student burnout and was related inversely to organizational citizenship behaviors. 相似文献
84.
This article details the development of a psychometric instrument measuring the constructs of hazard and outrage in the aftermath of Hurricane Katrina. The study focused on the interplay of perceived hazard and outrage in relation to evacuation from the New Orleans area, with specific attention to demographic differences. Perceptions of hazard and outrage during Katrina served to illustrate the utility of the scale in examining these responses across different demographic groups. Possible ways that this information can be used to design messages that alert audiences to hazards, yet successfully address the need for outrage, emerged from the study. 相似文献
85.
In this article, we provide a commentary on the current state of gamification in higher education by reviewing the research literature, noting a lack of research focused on the design of gamified postsecondary courses. To address this issue, we discuss four potential pitfalls instructors may encounter when designing gamified learning activities. We conclude with suggestions related to how instructors can avoid these common stumbling blocks. 相似文献
86.
Anne Nordberg Regina T. Praetorius Mary K. McCoy D. B. Mitschke Jeremiah Henderson 《Journal of Teaching in Social Work》2017,37(1):87-99
Criminal-justice-involved clients often are a complicated population for students to consider through a lens of oppression. Nevertheless, it is critical that they do so given that many will serve clients with criminal records during their careers. An attempt to challenge students’ prejudice toward criminal-justice-involved people was deployed using a teaching technique derived from intergroup contact theory. The authors invited Juan Melendez to share his story of incarceration on death row for more than 17 years for a crime he did not commit. This article is an examination of the impact of Mr. Melendez’s story and the application of intergroup contact theory. 相似文献
87.
ABSTRACTThis exploratory study examined the experiences of 9 stakeholders in an art gallery field placement during their social work education. The study sought to understand how the nontraditional field placement prepared students for practice. In addition, personality traits of students that best fit the placement was examined. Findings suggest that students had been prepared to engage in a variety of practice behaviors, work independently, and be more creative. However, they also felt that the field placement setting did not give them enough direct practice opportunities. The two most salient personality traits were being flexible and an initiator. 相似文献
88.
89.
Deanna D. Sellnow Anthony Limperos Brandi N. Frisby Timothy L. Sellnow Patric R. Spence Edward Downs 《Communication Studies》2015,66(4):417-432
The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education. 相似文献
90.