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PETER PARIS 《Counseling and values》1978,22(3):176-183
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PETER D. KLEIN 《Philosophy and phenomenological research》2004,68(1):166-171
There are many things that could be wrong with foundationalism. For example, some have claimed that a so‐called basic belief cannot be both 1) a reason for non‐basic beliefs and 2) such that it cannot be provided with at least prima facie justification.1 If something is a reason, they say, then that something has to be a proposition (or sufficiently proposition‐like) and if it is a proposition (or sufficiently proposition‐like), then it is the kind of thing that requires a reason in order to be even prima facie justified.2 Another reason that some give for rejecting normative foundationalism is that it leads directly to skepticism.3 There is no way, they claim, to move from so‐called basic propositions (typically given as first person introspective reports) to “external world” propositions by employing normatively acceptable principles of reasoning.4 Still others have thought that the invention of a nonrea‐soned reason was as ad hoc as the invention of an unmoved mover.5 相似文献
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STEPHEN C. PROVOST GREG HANNAN FRANCES H. MARTIN GERRY FARRELL OTTMAR V. LIPP DEBORAH J. TERRY DENISE CHALMERS DEBRA BATH PETER H. WILSON 《Australian psychologist》2010,45(4):243-248
The scientist—practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post‐war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3‐year and 4‐year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist—practitioner model of training and education in psychology. 相似文献
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This study examined supervisor perceptions and subordinate reactions to formal performance-appraisal reviews. The performance-appraisal behaviors of supervisors and the reactions of their subordinates were studied in a sample of university employees. A factor analysis revealed that there were three dimensions of formal performance appraisals: two developmental dimensions (being supportive; emphasizing performance improvement) and one administrative dimension (discussing pay and advancement). Regression analyses suggested that supervisors supported highly rated individuals and stressed improvement efforts for poor performers. After controlling for the level of previous performance ratings, results indicated that support in the appraisal review was associated with higher levels of employee motivation, while discussing pay and advancement was associated with higher levels of employee satisfaction. Unfortunately, improvement efforts by the supervisors did not influence job performance one year later. 相似文献
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PETER UNGER 《Midwest Studies In Philosophy》1988,12(1):287-333
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PETER LAM HERBERT MOSKOWITZ THOMAS EPPEL JEN TANG 《Journal of Multi-Criteria Decision Analysis》1997,6(1):25-40
Traditionally, parameters of multiattribute utility models, representing a decision maker's preference judgements, are treated deterministically. This may be unrealistic, because assessment of such parameters is potentially fraught with imprecisions and errors. We thus treat such parameters as stochastic and investigate how their associated imprecision/errors are propagated in an additive multiattribute utility function in terms of the aggregate variance. Both a no information and a rank order case regarding the attribute weights are considered, assuming a uniform distribution over the feasible region of attribute weights constrained by the respective information assumption. In general, as the number of attributes increases, the variance of the aggregate utility in both cases decreases and approaches the same limit, which depends only on the variances as well as the correlations among the single-attribute utilities. However, the marginal change in aggregate utility variance decreases rather rapidly and hence decomposition as a variance reduction mechanism is generally useful but becomes relatively ineffective if the number of attributes exceed about 10. Moreover, it was found that utilities which are positively correlated increase the aggregate utility variance, hence every effort should be made to avoid positive correlations between the single-attribute utilities. We also provide guidelines for determining under what condition and to what extent a decision maker should decompose to obtain an aggregate utility variance that is smaller than that of holistic assessments. Extensions of the current model and empirical research to support some of our behavioural assumptions are discussed. © 1997 John Wiley & Sons, Ltd. 相似文献
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