全文获取类型
收费全文 | 2871篇 |
免费 | 278篇 |
国内免费 | 103篇 |
出版年
2024年 | 6篇 |
2023年 | 24篇 |
2022年 | 28篇 |
2021年 | 35篇 |
2020年 | 133篇 |
2019年 | 135篇 |
2018年 | 107篇 |
2017年 | 122篇 |
2016年 | 139篇 |
2015年 | 90篇 |
2014年 | 134篇 |
2013年 | 410篇 |
2012年 | 54篇 |
2011年 | 71篇 |
2010年 | 55篇 |
2009年 | 103篇 |
2008年 | 154篇 |
2007年 | 189篇 |
2006年 | 164篇 |
2005年 | 205篇 |
2004年 | 151篇 |
2003年 | 158篇 |
2002年 | 106篇 |
2001年 | 76篇 |
2000年 | 69篇 |
1999年 | 60篇 |
1998年 | 45篇 |
1997年 | 36篇 |
1996年 | 45篇 |
1995年 | 38篇 |
1994年 | 25篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 15篇 |
1989年 | 5篇 |
1988年 | 9篇 |
1987年 | 1篇 |
1985年 | 4篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 2篇 |
排序方式: 共有3252条查询结果,搜索用时 31 毫秒
101.
Sauser WI 《Science and engineering ethics》2004,10(2):337-342
Without question “business ethics” is one of the hot topics of the day. Over the past months we have seen business after business
charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate
management, and has had severe economic consequences. From many quarters business educators have heard the call to put more
emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since
the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions.
In the summer of 2002, Auburn University’s Engineering Professional Development program made the decision to produce—based
on the author’s Executive MBA course in Business Ethics—a distance-delivered continuing education program for professional
engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with
respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes
its production, distribution, application, and evaluation.
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
102.
Magun-Jackson S 《Science and engineering ethics》2004,10(2):219-224
Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex.
The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare
engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions
approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general
ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses.
The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically
based on Kohlberg’s stage theory of moral development. 相似文献
103.
The dilemma of ethics in engineering education 总被引:2,自引:2,他引:0
Newberry B 《Science and engineering ethics》2004,10(2):343-351
This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction
runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia
that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is
to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced
ethics instruction. Issues discussed will include: intellectual engagement versus emotional engagement; the gravitational
pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics.
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
104.
Emison GA 《Science and engineering ethics》2004,10(2):225-233
The ethical choices faced by engineers today are increasingly complex. Competing and conflicting ethical demands from clients,
communities, employees, and personal objectives combine to suggest that engineers employ ethical approaches that are adaptive
yet grounded in three concrete professional circumstances: first, that engineers apply unique professional skills in the service
of a client, subject to protecting the public interest; second, that engineers advance the state of knowledge of their professional
field through reflection, research, and sharing experience in journals and conferences, and third, that they develop new professionals
by active mentoring. This paper examines five features of American pragmatism and suggests that its emphasis on specific,
context-based ethical decision making can assist engineers in a postmodern setting. In particular, it considers the venues
of interpersonal ethical choices, institutional ethical conflicts, and social choices that have ethical components. Pragmatism
suggests that in such a complex ethical climate, there is a need for the co-evolution of judgment and action, for individual
reflective judgment in particular situations, and for ceasing to search for a single, immutable principle for ethical choice.
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
105.
Fisher WW DeLeon IG Rodriguez-Catter V Keeney KM 《Journal of applied behavior analysis》2004,37(2):171-184
Recent research has shown that the noncontingent delivery of competing stimuli can effectively reduce rates of destructive behavior maintained by social-positive reinforcement, even when the contingency for destructive behavior remains intact. It may be useful, therefore, to have a systematic means for predicting which reinforcers do and do not compete successfully with the reinforcer that is maintaining destructive behavior. In the present study, we conducted a brief competing stimulus assessment in which noncontingent access to a variety of tangible stimuli (one toy per trial) was superimposed on a fixed-ratio 1 schedule of attention for destructive behavior for individuals whose behavior was found to be reinforced by attention during a functional analysis. Tangible stimuli that resulted in the lowest rates of destructive behavior and highest percentages of engagement during the competing stimulus assessment were subsequently used in a noncontingent tangible items plus extinction treatment package and were compared to noncontingent attention plus extinction and extinction alone. Results indicated that both treatments resulted in greater reductions in the target behavior than did extinction alone and suggested that the competing stimulus assessment may be helpful in predicting stimuli that can enhance the effects of extinction when noncontingent attention is unavailable. DESCRIPTORS: Attention-maintained problem behavior, competing stimuli, extinction, functional analysis, noncontingent reinforcement 相似文献
106.
Seventeen African dwarf goats (adult females) were trained on oddity tasks using an automated learning device. One odd stimulus and three identical nonodd stimuli were presented on a screen divided into four sectors; the sector for the odd stimulus was varied pseudorandomly. Responses to the odd stimulus were deemed to be correct and were reinforced with food. In phase 1, the goats were trained on eight stimulus configurations. From trial to trial the odd discriminandum was either a + symbol or the letter S, and the nonodd discriminandum was the symbol not used as the odd one. In phase 2, the animals were similarly trained using an unfilled triangle or a filled (i.e., solid black) circle. In phase 3, three new discriminanda were used, an unfilled, small circle with radiating lines, an unfilled heart-shaped symbol, and an unfilled oval; which of the three discriminanda was odd and nonodd was varied from trial to trial. Following these training phases, a transfer test was given, which involved 24 new discriminanda sets. These were presented twice for a total of 48 transfer test trials. Results early in training showed approximately 25% correct, which might be expected by chance in a four-choice task. After 500-2,000 trials, results improved to approximately 40-44% correct. The best-performing subject reached 60-80% correct during training. On the transfer test, this subject had 47.9% correct and that significantly exceeded 25% expected by chance. This finding suggests that some exceptional individuals of African dwarf goats are capable of learning the oddity concept. 相似文献
107.
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
108.
The present study evaluated the effects of noncontingent escape and differential negative reinforcement of other behavior in reducing problem behaviors and increasing compliance in 2 children with disabilities. Results showed that both methods reduced problem behavior and increased compliance for both children. 相似文献
109.
The effect of presession attention on the later occurrence of problem behavior was examined with elementary-school children with a range of disabilities. Results of analogue functional analyses suggested an escape function, an attention function, or both. Following the analogue functional analyses, the effects of two antecedent conditions (10-min ignore vs. 10-min attention) were compared on problem behavior in subsequent test conditions. For participants who displayed attention-maintained problem behavior, the test condition involved contingent attention for problem behavior. For participants who displayed escape-maintained problem behavior, the test condition involved contingent escape for problem behavior. Results indicated that participants who displayed attention-maintained problem behavior displayed less problem behavior following presession exposure to attention than when ignored. No such effect was found for presession attention on escape-maintained problem behavior. We discuss matching antecedent-based interventions to the results of functional analysis. 相似文献
110.
We conducted an analysis of precurrent skills (responses that increase the effectiveness of a subsequent or "current" behavior in obtaining a reinforcer) to facilitate the solution of arithmetic word (story) problems. Two students with developmental disabilities were taught four precurrent responses (identifying the initial value, change value, operation, and resulting value) in a sequential manner. Results of a multiple baseline design across behaviors showed that the teaching procedures were effective in increasing correct performance of each of the precurrent behaviors with untaught problems during probes and that once the precurrent behaviors were established, the number of correct problem solutions increased. 相似文献