全文获取类型
收费全文 | 1488篇 |
免费 | 21篇 |
国内免费 | 1篇 |
专业分类
教育 | 1211篇 |
科学研究 | 86篇 |
各国文化 | 12篇 |
体育 | 52篇 |
文化理论 | 23篇 |
信息传播 | 126篇 |
出版年
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 18篇 |
2019年 | 29篇 |
2018年 | 39篇 |
2017年 | 44篇 |
2016年 | 34篇 |
2015年 | 15篇 |
2014年 | 28篇 |
2013年 | 344篇 |
2012年 | 25篇 |
2011年 | 33篇 |
2010年 | 19篇 |
2009年 | 25篇 |
2008年 | 35篇 |
2007年 | 34篇 |
2006年 | 24篇 |
2005年 | 24篇 |
2004年 | 30篇 |
2003年 | 29篇 |
2002年 | 42篇 |
2001年 | 25篇 |
2000年 | 28篇 |
1999年 | 25篇 |
1998年 | 17篇 |
1997年 | 22篇 |
1996年 | 18篇 |
1995年 | 26篇 |
1994年 | 24篇 |
1993年 | 18篇 |
1992年 | 15篇 |
1991年 | 19篇 |
1990年 | 21篇 |
1989年 | 23篇 |
1988年 | 21篇 |
1987年 | 21篇 |
1986年 | 14篇 |
1985年 | 16篇 |
1984年 | 16篇 |
1983年 | 12篇 |
1982年 | 23篇 |
1981年 | 18篇 |
1980年 | 18篇 |
1979年 | 17篇 |
1978年 | 15篇 |
1977年 | 14篇 |
1976年 | 16篇 |
1975年 | 8篇 |
1968年 | 8篇 |
1967年 | 8篇 |
排序方式: 共有1510条查询结果,搜索用时 31 毫秒
1.
The Concept of Record in Interactive, Experiential and Dynamic Environments: the View of InterPARES*
This article presents the concept of electronic record as articulated by the first phase of the InterPARES (International research on Permanent Authentic Records in Electronic Systems) Project (1999–2001) and discusses it in light of the findings of the second phase of the Project (2002–2006). While InterPARES 1 focused on records produced and/or maintained in databases and document management systems, InterPARES 2 examined records produced and/or maintained in interactive, experiential and dynamic environments. The authors describe the characteristics of these environments and of the entities found in them in the course of case studies conducted on systems used for carrying out artistic, scientific and e-government activities, and propose the new concept of record that InterPARES 2 is eleborating, which expands on that formulated by InterPARES 1.The authors would like to thank InterPARES 2 research assistant Randy Preston for his careful editing and constructive criticisms. Some of his suggestions have been incorporated in the text of this article. 相似文献
2.
Caty Borum Chattoo Patricia Aufderheide Kenneth Merrill Modupeola Oyebolu 《广播与电子媒介杂志》2018,62(3):495-513
Where are diverse makers and subjects most likely to be found in U.S. TV documentary? This study compares commercial and public TV series, and also anthology formats (“authorial” series) and executive-produced formats. A content analysis for characters and makers showed that public TV authorial series are more diverse than either commercial or other public TV series. Independent documentaries have diversity value both in commercial and public TV settings. 相似文献
3.
4.
Kenneth D. Smith John Paul Eddy Thomas C. Richards Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13
Abstract An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it. 相似文献
5.
6.
7.
Puolakanaho A Ahonen T Aro M Eklund K Leppänen PH Poikkeus AM Tolvanen A Torppa M Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370
The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills. 相似文献
8.
Selective universities regularly employ policies that favor children of alumni (known as legacies) in undergraduate admissions. Since alumni from selective colleges and universities historically have been disproportionately white, admissions policies that favor legacies have disproportionately benefited white students. For this reason, legacy policies lead to additional costs in terms of reductions in racial diversity. As larger numbers of minority students graduate from colleges and universities and have children, however, the potential pool of legacy applicants will change markedly in racial composition. This analysis begins with a review of the history and objectives of the preference for children of alumni in undergraduate admissions. We then consider the specific case of the University of Virginia and employ demographic techniques to predict the racial composition of the pool of potential legacy applicants to the university. Significant changes in the racial composition of classes that graduated from the University of Virginia from the late 1960s through the 1970s foreshadow similar changes in the characteristics of alumni children maturing through the next two decades. 相似文献
9.
This paper addresses a wicked problem faced by leaders wanting to be evidence informed in their choices of school improvement priorities and the most productive leadership practices to enact in pursuing those priorities. While local contexts will always be central to these choices, results of research ought to provide useful points of departure. But determining what relevant evidence recommends, local context aside, is far more difficult that the admonition to be ‘evidence informed’ seems to imply and the research community has offered few systematic solutions to the problem. This paper offers one possible solution, the calculation of ‘Power Indices’ using, for the purposes of illustration, evidence about the effects of a selected set of potential school improvement priorities (teachers’ emotions) on student learning, in combination with evidence about the effects on teacher emotions of a selected set of transformational leadership practices. Results argue for the value of a unique line of future research enabling school leaders to make choices about both school improvement priorities and how they might best pursue those priorities that systematically reflect the results of relevant evidence. 相似文献
10.
Kang Lee Catherine Ann Cameron Fen Xu Genyao Fu And Julie Board 《Child development》1997,68(5):924-934
The present study compared Chinese and Canadian children's moral evaluations of lie and truth telling in situations involving pro- and antisocial behaviors. Seven-, 9-, and 11-year-old Chinese and canadian children were presented 4 brief stories. Two stories involved a child who intentionally carried out a good deed, and the other2 stories involved a child who intentionally carried out a bad deed. When story characters were questioned by a teacher as to who had committed the deed, they either lied or told the truth. Children were asked to evaluate the story characters' deeds and their verbal statements. Overall, Chinese children rated truth telling less positively and lie telling more positively in prosocial settings than Canadian children, indicating that the emphasis on self-effacement and modesty in Chinese culture overrides Chinese children's evaluations of lying in some situations. Both Chinese and canadian children rated trugh telling positively and lie telling negatively in antisocial situations, reflecting the emphasis in both cultures on the distinction between misdeed and truth/lie telling. The findings of the present study suggest that, in the realm of lying and truth telling, a close relation between sociocultural practices and moral judgment exists. Specific social and cultural norms have an impact on children's developing moral judgments, which in turn, are modified by age and experience in a particular culture. 相似文献