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   190篇
  免费   18篇
  208篇
  2020年   3篇
  2017年   6篇
  2016年   6篇
  2015年   4篇
  2014年   3篇
  2013年   7篇
  2012年   3篇
  2011年   7篇
  2010年   11篇
  2007年   2篇
  2006年   8篇
  2005年   3篇
  2003年   5篇
  2001年   2篇
  2000年   3篇
  1998年   3篇
  1997年   3篇
  1996年   3篇
  1995年   6篇
  1994年   3篇
  1993年   2篇
  1992年   2篇
  1991年   8篇
  1990年   6篇
  1989年   2篇
  1988年   8篇
  1987年   4篇
  1986年   8篇
  1985年   4篇
  1984年   3篇
  1983年   4篇
  1982年   7篇
  1981年   2篇
  1980年   2篇
  1979年   3篇
  1978年   3篇
  1977年   3篇
  1975年   2篇
  1973年   2篇
  1972年   3篇
  1971年   2篇
  1967年   3篇
  1959年   2篇
  1958年   3篇
  1957年   2篇
  1955年   5篇
  1954年   4篇
  1953年   2篇
  1952年   2篇
  1951年   4篇
排序方式: 共有208条查询结果,搜索用时 0 毫秒
31.
Personal narratives sometimes can capture more widespread elements in human experience. In the hope that certain elements in my experience will resonate to similar experiences of others, I describe my current struggle to find time for scholarship in my job as a university professor in counseling.  相似文献   
32.
33.
34.
35.
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   
36.
37.
This article presents Irigaray as a philosopher committed to sociopolitical change by discussing her political thought and her engagement with the European Parliament. It traces her recent work with the ex‐Communist Party in Italy back to her early critique of Marx and her subsequent attraction to Hegel's civil definition of the person. The failure of her European Parliament initiative suggests that her thinking is in advance of its possible realization.  相似文献   
38.
This research focused on whether affiliative and aggressive humor use was associated with relationship satisfaction and with greater perceived closeness, problem resolution, and emotional distress following a conflict discussion task. Ninety‐eight dating couples from a large Texas University participated in this research. Both partners independently completed questionnaires about their relationship perceptions, participated in a videotaped conflict resolution task, and then answered some additional questions. The results revealed that individuals whose partners used more affiliative and less aggressive humor during the discussion were more satisfied with their relationship and reported an increase in perceived closeness and better problem resolution following the discussion. These results highlight the importance of both positive and negative forms of humor in the regulation of close relationships.  相似文献   
39.
40.
It is often thought that, although Spinoza develops a bold and distinctive conception of God (the unique substance, or Natura Naturans, in which all else inheres and which possesses infinitely many attributes, including extension), the arguments that he offers which purport to prove God’s existence contribute nothing new to natural theology. Rather, he is seen as just another participant in the seventeenth century revival of the ontological argument initiated by Descartes and taken up by Malebranche and Leibniz among others. That this is the case is both puzzling and unfortunate. It is puzzling because although Spinoza does offer an ontological proof for the existence of God, he also offers three other non‐ontological proofs. It is unfortunate because these other non‐ontological proofs are both more convincing and more interesting than his ontological proof. In this paper, I offer reconstructions and assessments of all of Spinoza’s arguments and argue that Spinoza’s metaphysical rationalism and his commitment to something like a Principle of Sufficient Reason are the driving force behind Spinoza’s non‐ontological arguments.  相似文献   
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