首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   633篇
  免费   4篇
  637篇
  2024年   3篇
  2023年   11篇
  2020年   35篇
  2019年   9篇
  2018年   11篇
  2017年   21篇
  2016年   29篇
  2015年   17篇
  2014年   33篇
  2013年   76篇
  2012年   23篇
  2011年   11篇
  2010年   25篇
  2009年   36篇
  2008年   18篇
  2007年   16篇
  2006年   18篇
  2005年   9篇
  2004年   12篇
  2003年   8篇
  2002年   13篇
  2001年   11篇
  2000年   18篇
  1999年   6篇
  1998年   8篇
  1997年   8篇
  1996年   12篇
  1995年   15篇
  1994年   8篇
  1993年   5篇
  1992年   8篇
  1991年   10篇
  1990年   11篇
  1989年   8篇
  1988年   10篇
  1987年   8篇
  1986年   7篇
  1985年   4篇
  1984年   3篇
  1982年   2篇
  1981年   2篇
  1979年   6篇
  1978年   6篇
  1977年   9篇
  1974年   2篇
  1968年   2篇
  1959年   1篇
  1957年   1篇
  1955年   1篇
  1946年   1篇
排序方式: 共有637条查询结果,搜索用时 0 毫秒
201.
Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole.  相似文献   
202.
203.
Using data from the Chinese American Epidemiological Study, risk for experiencing an initial episode of major depression across the life course was examined. Data were collected on 1,747 U.S.-born and foreign-born Chinese Americans (ages 18-65 years). Results suggest that Chinese American women did not evidence higher risk than Chinese American men for experiencing a 1st major depressive episode. Risk for experiencing a 1st depressive episode decreased as length of residence in the United States increased. Although those who immigrated at younger ages evidenced greater overall risk, those who came at later ages were more likely to become depressed at or soon after arrival. Competing theories of acculturation-related risk are discussed and directions for future research are proposed.  相似文献   
204.
Although the terms mentor and thesis advisor (or research supervisor) are often used interchangeably, the responsibilities associated with these roles are distinct, even when they overlap. Neither are role models necessarily mentors, though mentors are role models: good examples are necessary but not sufficient. Mentorship is both a personal and a professional relationship. It has the potential for raising a number of ethical concerns, including issues of accuracy and reliability of the information conveyed, access, stereotyping and tracking of advisees, and the abuse of power. Nevertheless, mentors can be critically important for professional success and are one of a number of elements that affect the responsible conduct of research. In addition, the community as a whole has a responsibility to mentor junior members. An earlier version of this paper was presented at a conference sponsored by the National Science Foundation on Mentoring and Research Values: Students as Vital Human Resources, Chicago, USA, March 1995.  相似文献   
205.
206.
207.
208.
209.
210.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号