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51.
Abeer Hmoud Al-Faouri Marwan Mohammed Al-Nsour Mohammed Mufaddy Al-Kasasbeh 《知识管理研究与实践》2014,12(4):432-442
Existing literature has generally focused on organizational memory (OM) and workforce agility. Yet, less concentration has been devoted to the impact of workforce agility on OM. This research proposed a model that studies the impact of workforce agility on declarative OM and procedural OM. The model focused on aspects related to proactivity, adaptability, and resiliency. The study targeted the cell phone industry in Jordan. The study sample included 430 individuals involved in managerial and professional knowledge positions in mobile communications companies in Jordan. The article concluded that a proactive workforce has a significant impact on declarative OM and proactivity also improves procedural OM. Consequently, practical implications for managers, and suggested future research are presented. 相似文献
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54.
Bhupendra Pal Singh Shailendra Dwivedi Urmila Dhakad Ramesh Chandra Murthy Vimal Kumar Choubey Apul Goel Satya Narayan Sankhwar 《Indian journal of clinical biochemistry : IJCB》2016,31(1):50-56
Deficiency or excess of certain trace elements has been considered as risk factor for prostate cancer. This study was aimed to detect differential changes and mutual correlations of selected trace elements in prostate cancer tissue versus benign prostatic hyperplasia tissue. Zinc, copper, iron, calcium and selenium were analysed in histologically proven 15 prostate cancer tissues and 15 benign prostatic hyperplasia tissues using atomic absorption spectrophotometer. Unpaired two tailed t test/Mann–Whitney U test and Pearson correlation coefficient were used to compare the level of trace elements, elemental ratios and their interrelations. As compared to benign prostatic tissue, malignant prostatic tissue had significantly lower selenium (p = 0.038) and zinc (p = 0.043) concentrations, a lower zinc/iron ratio (p = 0.04) and positive correlation of selenium with zinc (r = 0.71, p = 0.02) and iron (r = 0.76, p = 0.009). Considerably divergent interrelationship of elements and elemental ratios in prostate cancer versus benign prostatic hyperplasia was noted. Understanding of differential elemental changes and their interdependence may be useful in defining the complex metabolic alterations in prostate carcinogenesis with potential for development of element based newer diagnostic, preventive and therapeutic strategies. Further studies may be needed to elucidate this complex relationship between trace elements and prostate carcinogenesis. 相似文献
55.
Apurva Srivastava Neena Srivastava Balraj Mittal 《Indian journal of clinical biochemistry : IJCB》2016,31(4):361-371
Numerous classical genetic studies have proved that genes are contributory factors for obesity. Genes are directly responsible for obesity associated disorders such as Bardet–Biedl and Prader–Willi syndromes. However, both genes as well as environment are associated with obesity in the general population. Genetic epidemiological approaches, particularly genome-wide association studies, have unraveled many genes which play important roles in human obesity. Elucidation of their biological functions can be very useful for understanding pathobiology of obesity. In the near future, further exploration of obesity genetics may help to develop useful diagnostic and predictive tests for obesity treatment. 相似文献
56.
Reema George Harikrishnan Sivadasanpillai Narayani Jayakumari Anugya Bhatt Jissa V. Thulaseedharan Jaganmohan A. Tharakan 《Indian journal of clinical biochemistry : IJCB》2016,31(3):302-309
Thrombotic risk factors may contribute to premature coronary artery disease (CAD), in addition to the conventional risk factors. There is paucity of data on studies evaluating the role of thrombotic factors in premature CAD in Indian patients. Thus a case–control study was performed to evaluate the role of thrombotic and atherogenic factors in young patients with angiographically proven CAD who are on treatment with statins and anti-platelet drugs. 152 patients (≤55 years) with angiographically proven CAD and 102 asymptomatic controls were recruited. Clinical and biochemical data were obtained in both groups. Blood levels of thrombotic factors-fibrinogen, antithrombin-III, tissue-plasminogen activator (t-PA), plasminogen activator inhibitor-1 (PAI-1), von-Willebrand factor (v-WF), lipoprotein(a) [Lp(a)] and homocysteine were analyzed. Patients had high levels of conventional CAD risk factors (diabetes mellitus, smoking, hypertension, dyslipidemia and positive family history) compared to controls. Logistic regression analysis revealed that low antithrombin-III (odds ratio/OR 11.2; 95 % confidence interval/CI 2.29–54.01), high fibrinogen (OR 6.04; 95 % CI 1.09–33.21) and high Lp(a) (OR 4.54; 95 % CI 0.92–22.56), as important, independent risk factors in patients. PAI-1(OR 0.15; 95 % CI 0.03–0.69) levels were significantly lower in patients. But other thrombotic risk factors studied (t-PA, v-WF and homocysteine) were comparable among patients and controls. The treatment using statins and anti-platelet drugs might be contributing to the control of some of the thrombotic risk factors. The strategies aiming at lowering the levels of thrombotic risk factors along with conventional risk factors may be useful in primary and secondary prevention of CAD. 相似文献
57.
Susan M. Land Carla Zembal-Saul 《Educational technology research and development : ETR & D》2003,51(4):65-84
In this study, we examined how learners developed scientific explanations about light with the assistance of various technology-based
scaffolds. The study emphasis was on scaffolding processes of reflection and articulation. We used a content-neutral software
program (Progress Portfolio) to create the instructional scaffolds. A qualitative research design was used to investigate
two pairs of prospective teachers in a science content course in engineering. Our findings suggested that the computer-based
scaffolds used in our study were useful to support articulation, reflection, and revision of explanations, when certain conditions
were met. A major theme of our findings relates to interacting effects among learner characteristics, teacher coaching, software
scaffolding design, and task characteristics.
This material is based on work supported by the National Science Foundation under NSF REC 9980055, which was granted to the
second author. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors
and do not necessarily reflect the views of the National Science Foundation. The authors would like to acknowledge Joe Taylor
for his role in the design and implementation of the study. 相似文献
58.
David Billing 《Higher Education》2007,53(4):483-516
This article is a result of a completed survey of the mainly cognitive science literature on the transferability of those
skills which have been described variously as ‘core’, ‘key’, and ‘generic’. The literature reveals that those predominantly
cognitive skills which have been studied thoroughly (mainly problem solving) are transferable under certain conditions. These
conditions relate particularly to the methods and environment of the learning of these skills. Therefore, there are many implications
for the teaching of key skills in higher education, which the article draws out, following a summary of the main findings
of the research literature. Learning of principles and concepts facilitates transfer to dissimilar problems, as it creates
more flexible mental representations, whereas rote learning of facts discourages transfer. Transfer is fostered when general
principles of reasoning are taught together with self-monitoring practices and potential applications in varied contexts.
Training in reasoning and critical thinking is only effective for transfer, when abstract principles and rules are coupled
with examples. Transfer is promoted when learning takes place in a social context, which fosters generation of principles
and explanations. Transfer improves when learning is through co-operative methods, and where there is feedback on performance
with training examples. The specificity of the context in which principles are learned reduces their transfer. Transfer is
promoted if learners are shown how problems resemble each other, if they are expected to learn to do this themselves, if they
are aware of how to apply skills in different contexts, if attention is directed to the underlying goal structure of comparable
problems, if examples are varied and are accompanied by rules or principles (especially if discovered by the learners), and
if learners’ self-explanations are stimulated. Learning to use meta-cognitive strategies is especially important for transfer. 相似文献
59.
Mark Sadoski 《Educational Psychology Review》2018,30(2):331-349
In this review, I advance the embodied cognition movement in cognitive psychology as both a challenge and an invitation for the study of reading comprehension. Embodied cognition challenges theories which assume that mental operations are based in a common, abstract, amodal code of propositions and schemata. Based on growing research in behavioral and neuroscience, embodied cognition proposes that all cognitive activity is based in sensorimotor activity, opening exciting new vistas for research and practice. Exemplary embodied theories are summarized and compared including those of Glenberg, Barsalou, Lakoff and Johnson, Paivio, and others. Exemplary embodied educational applications to reading comprehension are reviewed. I propose that much reading comprehension research that cites an abstract theoretical basis is actually more consistent with the embodied perspective. 相似文献
60.
Paul B. de Laat 《Ethics and Information Technology》2008,10(1):57-69
Trust between transaction partners in cyberspace has come to be considered a distinct possibility. In this article the focus is on the conditions for its creation by way of assuming, not inferring trust. After a survey of its development over the years (in the writings of authors like Luhmann, Baier, Gambetta, and Pettit), this mechanism of trust is explored in a study of personal journal blogs. After a brief presentation of some technicalities of blogging and authors’ motives for writing their diaries, I try to answer the question, ‘Why do the overwhelming majority of web diarists dare to expose the intimate details of their lives to the world at large?’ It is argued that the mechanism of assuming trust is at play: authors simply assume that future visitors to their blog will be sympathetic readers, worthy of their intimacies. This assumption then may create a self-fulfilling cycle of mutual admiration. Thereupon, this phenomenon of blogging about one’s intimacies is linked to Calvert’s theory of ‘mediated voyeurism’ and Mathiesen’s notion of ‘synopticism’. It is to be interpreted as a form of ‘empowering exhibitionism’ that reaffirms subjectivity. Various types of ‘synopticon’ are distinguished, each drawing the line between public and private differently. In the most ‘radical’ synopticon blogging proceeds in total transparency and the concept of privacy is declared obsolete; the societal gaze of surveillance is proudly returned and nullified. Finally it is shown that, in practice, these conceptions of blogging are put to a severe test, while authors often have to cope with known people from ‘real life’ complaining, and with ‘trolling’ strangers. 相似文献