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201.
Henk Zandvoort Tom Børsen Michael Deneke Stephanie J. Bird 《Science and engineering ethics》2013,19(4):1413-1438
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
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Hwang WC Chun CA Takeuchi DT Myers HF Siddarth P 《Cultural diversity & ethnic minority psychology》2005,11(1):16-27
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.
Stephanie J. Bird Ph.D. 《Science and engineering ethics》2001,7(4):455-468
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
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James A. Naifeh PhD Robert J. Ursano MD Ronald C. Kessler PhD Pablo A. Aliaga MS Holly B. Herberman Mash PhD Carol S. Fullerton PhD Tsz Hin Hinz Ng MPH Hieu M. Dinh BS Oscar I. Gonzalez PhD Cara M. Stokes PhD Gary H. Wynn MD Tzu-Cheg Kao PhD Nancy A. Sampson BA Murray B. Stein MD MPH 《Suicide & life-threatening behavior》2020,50(2):345-358
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