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841.
McKay MM Atkins MS Hawkins T Brown C Lynn CJ 《American journal of community psychology》2003,32(1-2):107-114
Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are needed to bridge a cultural gap between parents and teachers in inner-city communities. 相似文献
842.
Josef Bocheski, pioneer of the discipline ofphilosophical sovietology and one of the firstto criticize Eurocentric attitudes, emphasizedthe central role of logic and sound argument inacademic philosophy. This helped him todemonstrate both the general flaws of and thedifferences in quality within Sovietphilosophy. His endeavors and results areindispensable for the yet-to-be-written historyof Soviet philosophy. By the same token, itmade him less perceptive of the centralpolitical, not just philosophical, role of thepartijnost'-principle. More recent developmentshave shown both Soviet philosophy andBocheski's own, Neo-Thomist position to bepart of a fundamentally outdated idea ofscientific philosophy. However, the criteria oflogical scrutiny and sound argument have notlost their force within globalizingphilosophical culture. 相似文献
843.
Global challenges as inspiration: A classroom strategy to foster social responsibility 总被引:1,自引:0,他引:1
Social responsibility is at the heart of the Engineer’s Creed embodied in the pledge that we will “dedicate [our] professional knowledge and skill to the advancement and betterment of
human welfare...[placing] public welfare above all other considerations.” However, half century after the original creed was
written, we find ourselves in a world with great technological advances and great global-scale technologically-enabled peril.
These issues can be naturally integrated into the engineering curriculum in a way that enhances the development of the technological
skill set. We have found that these global challenges create a natural opportunity to foster social responsibility within
the engineering students whom we educate. In freshman through senior-level materials engineering courses, we used five guiding
principles to shape several different classroom activities and assignments. Upon testing an initial cohort of 28 students
had classroom experiences based on these five principles, we saw a shift in attitude: before the experience, 18% of the cohort
viewed engineers as playing an active role in solving global problems; after the experiences, 79% recognized the engineer’s
role in solving global-scale problems. In this paper, we present how global issues can be used to stimulate thinking for socially-responsible
engineering solutions. We set forth five guiding principles that can foster the mindset for socially responsible actions along
with examples of how these principles translate into classroom activities.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
844.
The purpose of this study was to determine the level of β-thalassemia awareness among Italians living on the eastern side
of Sicily (Bronte, Catania, and Tortorici, Messina), Italian-Americans, and Americans of other ethnic backgrounds (Other-Americans).
A questionnaire was developed which asked respondents knowledge questions about both β-thalassemia and Down Syndrome. Five
hundred questionnaires were distributed, and 456 were ultimately returned and analyzed (150 Italians, 156 Italian-Americans,
150 Other-Americans). Italians answered an average of 55% of the β-thalassemia correctly compared to scores of 17 and 24%
for the Italian-Americans and Other-Americans, respectively. The groups did not differ in their knowledge of Down Syndrome
(all answered between 58 and 60% of the questions correctly on average). Over 80% of the Italian respondents had heard of
β-thalassemia compared to only 19% of the Italian-Americans. β-Thalassemia education programs in Italy appear to have dramatically
increased awareness of the disorder. Similar programs need to be developed for at-risk populations in the United States. 相似文献
845.
Children's concurrent success on false belief tasks and their handling of two labels for one object (e.g., bunny/rabbit) has been interpreted as demonstrating understanding about the essential features of representation. Three experiments reveal the limitations in 5-year-olds' understanding for both mental and linguistic representations. We report relatively poor performance on a task involving two labels for one object (e.g., dice/eraser) which required children to treat another's knowledge as representing only some of the feature of its real referent: Dice but not eraser. Five year olds who made errors also had difficulty handling the fact that a written word 'dice' referring to such a dice/eraser, can also be applied to a standard dice but not to a standard eraser. These children lacked metalinguistic awareness of words as entities that both refer and describe. 相似文献
846.
Anthony JL Lonigan CJ Burgess SR Driscoll K Phillips BM Cantor BG 《Journal of experimental child psychology》2002,82(1):65-92
Phonological sensitivity is an important causal variable in reading acquisition; however, there is controversy concerning its nature. One view holds that sensitivity to various linguistic units reflects independent abilities, whereas another holds sensitivity to these units reflects one ability. We examined relations among sensitivity to words, syllables, rhymes, and phonemes in 149 older preschool children (4- and 5-year-olds) and 109 younger preschool children (2- and 3-year-olds) who completed eight measures of phonological sensitivity and measures of print knowledge. Confirmatory factor analyses of all combinations of word, syllable, rhyme, and phoneme factors found that a one-factor model best explained the data from both groups of children (CFIs >.98). Only variance common to all phonological sensitivity skills was related to print knowledge and rudimentary decoding. Findings support a developmental conceptualization of phonological sensitivity. 相似文献
847.
It has previously been shown that pigeons can shift attention between parts and wholes of complex stimuli composed of larger,
"global" characters constructed from smaller, "local" characters. The base-rate procedure used biased target level within
any condition at either the local or global level; targets were more likely at one level than at the other. Biasing of target
level in this manner demonstrated shifts of local/global attention over a time span consisting of several days with a fixed
base rate. Experiment 1 examined the possibility that pigeons can shift attention between local and global levels of perceptual
analysis in seconds rather than days. The experiment used priming cues the color of which predicted on a trial-by-trial basis
targets at different perceptual levels. The results confirmed that pigeons, like humans, can display highly dynamic stimulus-driven
shifts of local/global attention. Experiment 2 changed spatial relations between features of priming cues and features of
targets within a task otherwise similar to that used in experiment 1. It was predicted that this change in cues might affect
asymmetry but not the occurrence of a priming effect. A priming effect was again obtained, thereby providing generality to
the claim that pigeons can learn that trial-by-trial primes predict targets at different levels of perceptual analysis. Pigeons
can display perceptual, stimulus-driven priming of a highly dynamic nature.
Electronic Publication 相似文献
848.
S. Krishnamoorthy Aithal 《World Futures: Journal of General Evolution》2013,69(1-2):91-101
Abstract The role of international organizations like the IMF, World Bank and GATT in the management of global risks are discussed. Special attention is paid to problems caused by the need to recycle funds from the developed countries to the Third World. The ever‐increasing macro‐economic uncertainty concerning foreign exchange rates, interest rates, and relative prices places heavy demands on corporate planning on both the commercial and financial sides. 相似文献
849.
KAREN E. MAYO 《World Futures: Journal of General Evolution》2013,69(3):217-223
The education of future generations of citizens is the one common theme that connects otherwise culturally, linguistically, ethnically, and politically diverse communities and countries in an increasingly global society. Social systems foster socially toxic environments, instilling a culture of fear while ignoring the importance of preparing youth for advanced citizenship in a global civil society. The author examines the role of education in relation to global events and explores the purposes of education in meeting the needs of tomorrow's children in an evolving, global society. Specifically, education is examined in relation to creating a safe and socially just society. 相似文献
850.
ASHOK K. GANGADEAN 《World Futures: Journal of General Evolution》2013,69(6):441-454
This essay presents central themes from my forthcoming book, The Awakening of the Global Mind. This book seeks to open a new frontier of Global Consciousness that has been long emerging in human evolution through the ages. When we step back from our more localized perspectives and expand into a more integral, holistic, and global space through the awakening of the global mind we are able to discern striking mega-trends in cultural evolution across diverse cultural and religious worldviews and perspectives through time. One striking finding through this global lens is that the collective wisdom of humanity is quite clear that we make our living realities through the conduct of our consciousness: our technology of minding. And when we make ourselves and worlds through egocentric patterns of thinking we get polarized and fragmented worlds that are not sustainable. This essay joins a growing chorus of visionary thinkers and futurists which recognizes that in the 21st Century we face grave planetary crises and that our ego-based cultures are at a tipping point and not sustainable. The primary crisis on the planet now is a crisis of consciousness, and our global wisdom suggests that humanity is in a painful transformation toward a more healthful integral technology of mind that ushers in a new sustainable global civilization wherein the whole human family may flourish together on our sacred planet. 相似文献