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71.
Challenges in Developing a Cultural Evidence‐Based Psychotherapy in the USA: Suggestions for International Studies 下载免费PDF全文
In this article, we underscore some of the cultural challenges and limitations of the evidence‐based psychotherapy (EBP) utilised within the USA with the hope that these problems will be avoided or ameliorated in Australia and other countries. Although the EBP research is very diverse and complex, we categorise this fast‐growing literature using a threefold classification system that underscores culture. This classification system is proposed to examine the influence of culture on EBPs. The three categories used are (a) universal evidence‐based psychotherapies or universal psychotherapies, (b) race and ethnic minority evidence‐based psychotherapies or racial/ethnic psychotherapies, and (c) cultural evidence‐based psychotherapies or cultural psychotherapies. After each category is described, its benefits and limitations are discussed, emphasising implications for culturally diverse and international studies. We conclude with suggestions to promote the advancement of a more effective and inclusive cultural EBP in which researchers from different countries can collaborate and learn from each other. 相似文献
72.
Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes 下载免费PDF全文
Yoshiyuki Nakata 《The Japanese psychological research》2015,57(3):167-179
Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy‐support in Japanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomy‐supportive teaching. In Study 1, exploratory focus groups defined cultural perspectives on autonomy‐support and structure. Exploratory and confirmatory factor analysis indicated that clarity, pacing, and teachers' positive affect correspond to students' perception of supportive teaching. Study 2 investigated teacher support in relation to in‐class engagement using longitudinal structural equation modeling. The results indicated a strong relationship between perceptions of support and classroom behavioral engagement, with stable effects over time. Study 3 longitudinally investigated teacher support in relation to students' perceptions of personal autonomy, relatedness, and competence need satisfaction. Findings show a strong positive relationship between teacher support and need satisfaction with high test‐retest reliability. Discussion focuses on how autonomy need satisfaction is experienced in different cultures with differing social norms. 相似文献
73.
Fleischmann ST 《Science and engineering ethics》2006,12(2):381-389
An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live
honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance.
In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military
Academy at West Point. For our students this involves an introduction to the Honor Code as part of a larger Honor Concept
at the very beginning of their studies and then making it an integral part of their preparation as engineers. The challenge
is significant because the culture at large does not support living with an Honor Concept. This paper will begin with a discussion
of the cultural context in which we must teach, because that context has changed significantly in the years since many faculty
members were students themselves. The rest of the paper will detail the approach that we have taken to teach ethics as an
engineer’s way of life.
“The shortest and surest way to live with honor in the world is to be in reality what we would appear to be. All human virtues
increase and strengthen themselves by the practice and experience of them.”
Plato
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
74.
Engineering ethics, individuals, and organizations 总被引:1,自引:0,他引:1
Davis M 《Science and engineering ethics》2006,12(2):223-231
This article evaluates a family of criticism of how engineering ethics is now generally taught. The short version of the criticism
might be put this way: Teachers of engineering ethics devote too much time to individual decisions and not enough time to social context. There are at least six version of this criticism, each corresponding to a specific subject omitted. Teachers of engineering
ethics do not (it is said) teach enough about: 1) the culture of organizations; 2) the organization of organizations; 3) the
legal environment of organizations; 4) the role of professions in organizations; 5) the role of organizations in professions;
or 6) the political environment of organizations. My conclusion is that, while all six are worthy subjects, there is neither
much reason to believe that any of them are now absent from courses in engineering ethics nor an obvious way to decide whether
they (individually or in combination) are (or are not) now being given their due. What we have here is a dispute about how
much is enough. Such disputes are not to be settled without agreement concerning how we are to tell we have enough of this
or that. Right now we seem to lack that agreement—and not to have much reason to expect it any time soon.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
75.
Tompsett CJ Toro PA Guzicki M Manrique M Zatakia J 《American journal of community psychology》2006,37(1-2):47-61
A national survey was administered in 1993-1994 (N = 360) and repeated in 2001 (N = 435) to assess the prevalence of homelessness as well as attitudes, opinions and knowledge regarding homelessness. No significant changes in prevalence were found, despite a strong US economy during most of the 7-8 year period. Respondents in 2001 had less stereotyped views of homeless people and were more supportive of services, but came to see homelessness as a less serious problem that was less often due to economic factors. This "mixed" set of findings may reflect both beliefs on the benefits of a good economy and an increased awareness of the complexity of homelessness. Across the surveys, younger, female, liberal, and less wealthy respondents demonstrated more sympathetic attitudes towards homeless people. 相似文献
76.
Dr Tracy Westerman 《Australian psychologist》2010,45(3):212-222
It is currently estimated that up to 40% of Aboriginal youth (aged 13–17) will experience some form of mental health problem within their lifetime. Of greater concern is the evidence that indicates that Aboriginal youth fail to access mental health services commensurate with this need. This is due, in part, to the characteristically monocultural nature of service delivery of existing services. This paper overviews a model that has been developed specifically for the engagement of Aboriginal youth (aged 13–17 years) in mental health settings. Importantly, a mix of urban (N = 43) and rural (N = 68) Aboriginal youth were represented within the sample to determine its efficacy across different language and tribal groups. The model proved to be effective in engaging 97% of Aboriginal youth (n = 108), with only a small number not effectively engaged (n = 3). The model provides a foundation for the further development of evidence‐based models of best practice that have so far provided to be elusive within this complex field. 相似文献
77.
78.
Xiaochao Wang 《Frontiers of Philosophy in China》2006,1(2):317-323
Since the “Conference on Foreign Philosophy” held in Wuhu in October 1978, the study of foreign philosophy in China has undergone
a prosperous stage. This article discusses the significance of the study of foreign philosophy in the context of renovation,
transformation and remolding of Chinese contemporary culture, explores the role of the discipline in the context of Chinese
cultural construction, and anticipates the future of this discipline. A cross-cultural perspective is needed for a proper
understanding of the significance of the learning and study of foreign philosophy in Chinese cultural construction; otherwise
we might fall into cultural conservationism. Secondly, to make philosophy and social sciences prosperous is also a task for
foreign philosophy studies, and whether or not foreign philosophy can be well studied should be a mark of the prosperousness
of the construction of Chinese culture. Finally, philosophy is a product of human beings and should eventually serve human
beings. Chinese culture should open itself up to the world and so should foreign philosophy studies in China.
__________
Translated from Jiangxi Shehui Kexue 江西社会科学 (Jiangxi Social Sciences), 2005 (2) by Chen Yuehua & Ma Minghui 相似文献
79.
流行音乐以其独特的旋律、强烈的时代感吸引着一代代中学生,并随风潜入,润物无声地影响着他们的成长和发展。流行音乐已融入中学生的日常生活,也必定在潜移默化中影响着他们的观念和行为方式。因此,必须重视流行音乐对中学生的影响,并采取积极有效的措施发挥流行音乐的正功能,为中学生的成长和发展营造一个良好的文化氛围。 相似文献
80.
Dana M. Janbek 《Journal of Religious & Theological Information》2013,12(1-2):5-15
This study focuses on Muslim Arab extremism online. It specifically looks at the case of Muslim Arab organizations identified by the U.S. Department of State as Foreign Terrorist Organizations. The use of the Internet to communicate extremist rhetoric is not a new phenomenon nor is it one that is particular to Muslims or Arabs. This study simply focuses on this specific subgroup, partially due to the increased scholarly attention to the topic of terrorism and to the public's heightened interest in the Muslim and the Arab world since 9/11. 相似文献