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151.
Catalano GD 《Science and engineering ethics》2004,10(2):409-415
A senior level capstone design experience has been developed and offered with a particular emphasis on many of the professional
issues raised in Accreditation Board for Engineering and Technology (ABET) Engineering Criterion IV. The course has sought
to develop student awareness of the ethical foundation of the engineering profession, the global and societal framework within
which engineers practice, and the environmental impact on engineering. The capstone design course also focused upon improving
the technical communications skills of the graduating senior class with both extensive instruction in writing and multiple
workshops dealing with the art of making an effective oral presentation. The effectiveness of the design course was assessed
using Kirkpatrick’s model for evaluating training programs.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
152.
Counterfactual and prefactual conditionals. 总被引:1,自引:0,他引:1
We consider reasoning about prefactual possibilities in the future, for example, "if I were to win the lottery next year I would buy a yacht" and counterfactual possibilities, for example, "if I had won the lottery last year, I would have bought a yacht." People may reason about indicative conditionals, for example, "if I won the lottery I bought a yacht" by keeping in mind a few true possibilities, for example, "I won the lottery and I bought a yacht." They understand counterfactuals by keeping in mind two possibilities, the conjecture, "I won the lottery and I bought a yacht" and the presupposed facts, "I did not win the lottery and I did not buy a yacht." We report the results of three experiments on prefactuals that examine what people judge them to imply, the possibilities they judge to be consistent with them, and the inferences they judge to follow from them. The results show that reasoners keep a single possibility in mind to understand a prefactual. 相似文献
153.
154.
We describe how PowerPoint presentation software can be used to create computer activity schedules to teach individuals with special needs. Presented are the steps involved in creating activity schedules with close-ended and open-ended activities, and for preparing schedules that include photos, sounds, text, and videos that can be used to occasion an individual's engagement in a variety of learning activities. 相似文献
155.
156.
Schmitt DP Alcalay L Allik J Angleitner A Ault L Austers I Bennett KL Bianchi G Boholst F Borg Cunen MA Braeckman J Brainerd EG Caral LG Caron G Casullo MM Cunningham M Daibo I De Backer C De Souza E Diaz-Loving R Diniz G Durkin K Echegaray M Eremsoy E Euler HA Falzon R Fisher ML Foley D Fry DP Fry S Ghayur MA Golden DL Grammer K Grimaldi L Halberstadt J Haque S Herrera D Hertel J Hoffmann H Hooper D Hradilekova Z Hudek-Kene-evi J Jaafar J Jankauskaite M Kabangu-Stahel H Kardum I Khoury B 《Journal of personality and social psychology》2004,86(4):560-584
157.
Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts. 相似文献
158.
159.
As people with disabilities challenge psychology to acknowledge the sociopolitical foundations of their marginalization, they urge psychologists to help improve disability policy within and beyond the borders of the discipline. Understanding disability through a social paradigm offers opportunities to reframe the way psychologists define problems related to disability, to develop more collaborative relationships between psychologists and people with disabilities, and to adopt new professional responsibilities with respect to the disability community. The authors address the impact of the social paradigm on policies within psychology that guide consulting, advocacy, and training. The impact of national policy decisions, such as those associated with reimbursement, on practice and training is also discussed. Highlighted throughout are points of controversy prompted by new disability frameworks that remain open to illumination from the field. 相似文献
160.
Withdrawal symptoms following cessation of heavy cannabis (marijuana) use have been reported, yet their time course and clinical importance have not been established. A 50-day outpatient study assessed 18 marijuana users during a 5-day smoking-as-usual phase followed by a 45-day abstinence phase. Parallel assessment of 12 ex-users was obtained. A withdrawal pattern was observed for aggression, anger, anxiety, decreased appetite, decreased body weight, irritability, restlessness, shakiness, sleep problems, and stomach pain. Onset typically occurred between Days 1-3, peak effects between Days 2-6, and most effects lasted 4-14 days. The magnitude and time course of these effects appeared comparable to tobacco and other withdrawal syndromes. These effects likely contribute to the development of dependence and difficulty stopping use. Criteria for cannabis withdrawal are proposed. 相似文献