全文获取类型
收费全文 | 1167篇 |
免费 | 211篇 |
专业分类
1378篇 |
出版年
2024年 | 3篇 |
2023年 | 35篇 |
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 92篇 |
2019年 | 15篇 |
2018年 | 10篇 |
2017年 | 69篇 |
2016年 | 79篇 |
2015年 | 68篇 |
2014年 | 72篇 |
2013年 | 294篇 |
2012年 | 40篇 |
2011年 | 17篇 |
2010年 | 46篇 |
2009年 | 61篇 |
2008年 | 27篇 |
2007年 | 14篇 |
2006年 | 25篇 |
2005年 | 5篇 |
2003年 | 2篇 |
2002年 | 4篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 7篇 |
1998年 | 8篇 |
1997年 | 4篇 |
1996年 | 36篇 |
1995年 | 31篇 |
1994年 | 21篇 |
1993年 | 22篇 |
1992年 | 31篇 |
1991年 | 32篇 |
1990年 | 31篇 |
1989年 | 18篇 |
1988年 | 15篇 |
1987年 | 11篇 |
1986年 | 12篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 10篇 |
1980年 | 16篇 |
1979年 | 15篇 |
1978年 | 18篇 |
1977年 | 20篇 |
1976年 | 2篇 |
1972年 | 2篇 |
1953年 | 1篇 |
排序方式: 共有1378条查询结果,搜索用时 0 毫秒
121.
Mindfulness Moderates the Association Between Perceived Burdensomeness and Suicide Ideation in Adults With Elevated Depressive Symptoms 下载免费PDF全文
Victor Buitron MS Ryan M. Hill PhD Jeremy W. Pettit PhD 《Suicide & life-threatening behavior》2017,47(5):580-588
A conceptual model in which the associations between perceived burdensomeness and suicide ideation, and between thwarted belongingness and suicide ideation, are moderated by mindfulness was examined. Participants were 218 undergraduates (mean age = 20.81) with moderate‐to‐severe depressive symptoms. Mindfulness significantly moderated the association between perceived burdensomeness and suicide ideation; participants with thoughts of burdensomeness experienced lower levels of suicide ideation if they were high, as opposed to low, in mindfulness. Mindfulness did not significantly moderate the association between thwarted belongingness and suicide ideation. Implications for intervention and elaboration of the interpersonal psychological theory of suicide are discussed. 相似文献
122.
Gefenas E 《Science and engineering ethics》2006,12(1):75-83
Assessment of risk is one of the key issues in the field of responsible conduct of research which covers discourses of research ethics and research integrity. The principle of minimizing risks and balancing of risks and benefits is one of the main requirements of research ethics. In addition, the content of informed consent that is another fundamental principle of research ethics derives from the assessment of risks and benefits related to a particular research project. Risk assessment also plays a crucial role in methodological design of the research project. This is an important point where research ethics and research integrity discourses overlap. Firstly, because the choice of a control group (e.g., placebo control) is a key ethical issue related to the protection of the research subjects' interests. Secondly, because the quality of the research data, that is one of the key elements of research integrity, is closely connected to the choice of research methodology as well. The problem of biased interpretation or manipulation of risk related features of biomedical research should also be taken into account. Despite the importance of the concept of risk to the field of biomedical research, its relevance has not yet attracted a sufficient attention in the responsible conduct of research debate. 相似文献
123.
Fleischmann ST 《Science and engineering ethics》2006,12(2):381-389
An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live
honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance.
In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military
Academy at West Point. For our students this involves an introduction to the Honor Code as part of a larger Honor Concept
at the very beginning of their studies and then making it an integral part of their preparation as engineers. The challenge
is significant because the culture at large does not support living with an Honor Concept. This paper will begin with a discussion
of the cultural context in which we must teach, because that context has changed significantly in the years since many faculty
members were students themselves. The rest of the paper will detail the approach that we have taken to teach ethics as an
engineer’s way of life.
“The shortest and surest way to live with honor in the world is to be in reality what we would appear to be. All human virtues
increase and strengthen themselves by the practice and experience of them.”
Plato
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
124.
125.
126.
Donnel B. Stern PhD 《Psychoanalytic Dialogues》2013,23(6):747-761
I use dissociation and the concept of the multiple self to link Mitchell's profound insight with Goldner's critique. In the process, I use the idea of dissociation to think about the nature of different kinds of long-term relationships. 相似文献
127.
Max Apfeldorf PhD Walter J. Smith Charles L. Walter Bernard D. Kaiman Wilma Arnett 《Journal of personality assessment》2013,95(5):441-449
Usual scoring systems for figure drawing techniques are based on structural and content aspects of the drawing, and ignore the affectively toned associations that occur when an observer first sees a drawing. A system for measuring two components of judgment, (a) emission of affective associations (b) evaluation of affective associations, has been developed. This method was applied with some success in studying individuals who had represented in their drawings an image that corresponded to their actual physical appearance. The research so far suggests that the evaluation component of judgment may contribute more to discrimination than the emission component. 相似文献
128.
The theoretical basis of occupational therapy interventions was investigated in two mental health facilities in the Midwestern United States. Using retrospective cohort and grounded theory designs, 121 medical records were reviewed and five occupational therapy practitioners were interviewed. Theoretical reasoning was not explicitly documented, but according to analysis, the behavioral/cognitive-behavioral model, client-centered models, and the model of human occupation were the most frequently used theories to guide interventions. Lack of documentation of theory use has significant implications for the value accorded to occupational therapy skills in health care. A larger study is recommended to increase external generalizability of the findings. 相似文献
129.
People with severe and persistent mental illness often experience a disruption in the development of social roles, and the skills within these roles. Role Development, a set of guidelines for practice, is an intervention to develop roles and skills. The purpose of this study was to continue to examine the efficacy of this intervention. Ten people attending two community mental health programs participated in evaluation and treatment based on Role Development. Quantitative pretest and posttest measures were used. Qualitative components were incorporated to get a sense of the experience involved in developing roles and skills. Quantitative results indicated statistical significance (p < .05) in the development of roles and skills. Qualitative data revealed multiple trends experienced by the participants. This study contributes to the evidenced-based knowledge regarding development of roles and skills for persons living with severe and persistent mental illness. 相似文献
130.
Therese L. Mathews PhD APRN Stephen B. Fawcett PhD Jan B. Sheldon PhD JD 《Child & family behavior therapy》2013,35(4):270-291
Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple baseline, single-subject research design was used to test whether introduction of the intervention was associated with increased, directly observed oral interaction and engagement in social activities with peers and adults. The Child Behavior Checklist (CBCL) and the Social Skills Rating Scale (SSRS) were administered before and after intervention. All children showed increased levels of oral and social interaction and improved scores on the SSRS and the CBCL. 相似文献