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21.
Intermediation and the role of intermediaries in innovation 总被引:5,自引:0,他引:5
Jeremy Howells 《Research Policy》2006,35(5):715-728
This paper investigates the issue of intermediation and the role of intermediaries in the innovation process. The aim of this paper is three-fold. Firstly, to review and synthesis the literature in this field; from this to develop a typology and framework of the different roles and functions of the intermediation process within innovation; lastly to try and operationalise the typology within the context of UK using case study material. 相似文献
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Yucheng Liu Aaron Artigue Jeremy Sommers Terence Chambers 《European Journal of Engineering Education》2011,36(2):187-198
Objectives of a project-oriented mechanical engineering course, Engineering Design, were achieved through a design project, where students designed, built and demonstrated an extreme version of a basic Theo Jansen device. Through this project, junior students in the University of Louisiana fully developed the capability of applying mathematic and kinematic knowledge in the analysis and design of mechanisms. Students also developed oral and written communication skills, which would be used in design environments, through the presentation of results in both oral and written forms. An assessment of the design project indicated that effective teaching and learning spread through the semester, with the junior students acting as project managers and experiencing design practices. An example of a student-designed Theo Jansen device is presented in this paper to show the study results achieved by the students. 相似文献
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Paul D. Umbach Jeremy B. Tuchmayer Ashley B. Clayton Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617
ABSTRACTThis paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. 相似文献
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Jeremy Schulz 《Culture, Theory & Critique》2013,54(2):101-121
Two contrasting visions of ideological discourse populate sociological treatments of culture. In the work of the British social theorist Margaret Archer, we find a conception of ideological discourse as essentially dialectical and reliant on logically compelling argument. In American sociology of culture, conversely, we find an implicit understanding of ideological discourse as a ‘performative’ mode of discourse built around emotionally resonant symbols, image, and metaphors. If we take either of these categorical conceptualisations of ideological discourse seriously, then the only discourses which can qualify as ideological are those discourses which are either fully metaphorical or entirely dialectical. In fact, many ideological discourses make use of imagery and metaphors and at the same time feature propositions meant to be interpreted as part of a logically compelling argument. As the paper demonstrates through a detailed examination of the discourses produced by the American technocrats of the 1920s and 1930s, elaborate ideological productions often include both metaphorical propositions and logically compelling argument. Moreover, metaphorical constructions and literal propositions often function as complements in effective ideological discourses. This is especially true when the discourses are addressed to knowledgeable and economically privileged audiences, such as the ‘new class’ of the pre-depression United States. 相似文献
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