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561.
562.
Rachel Mulvey 《British Journal of Guidance & Counselling》2013,41(3):267-276
ABSTRACT This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. 相似文献
563.
This article presents licensure portability models for the counseling profession to consider. On the basis of a review of licensure portability literature discussed in other professions, the authors found 5 distinctive models: (a) nonprofit organization model, (b) mutual recognition model, (c) federal licensure model, (d) national licensure model, and (e) licensure language model. The article includes examples of professions using the models, application and implications of each model, and a call to the counseling profession for next steps. 相似文献
564.
Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study
Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most
other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future
deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in
academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we
propose the hypotheses that (1) there are similarities in the decision-making processes used by engineering students when
considering whether or not to participate in academic and professional dishonesty, and (2) prior academic dishonesty by engineering
students is an indicator of future decisions to act dishonestly. Our sample consisted of undergraduate engineering students
from two technically-oriented private universities. As a group, the sample reported working full-time an average of six months
per year as professionals in addition to attending classes during the remaining six months. This combination of both academic
and professional experience provides a sample of students who are experienced in both settings. Responses to open-ended questions
on an exploratory survey indicate that students identify common themes in describing both temptations to cheat or to violate
workplace policies and factors which caused them to hesitate in acting unethically, thus supporting our first hypothesis and
laying the foundation for future surveys having forced-choice responses. As indicated by the responses to forced-choice questions
for the engineering students surveyed, there is a relationship between self-reported rates of cheating in high school and
decisions to cheat in college and to violate workplace policies; supporting our second hypothesis. Thus, this exploratory
study demonstrates connections between decision-making about both academic and professional dishonesty. If better understood,
these connections could lead to practical approaches for encouraging ethical behavior in the academic setting, which might
then influence future ethical decision-making in workplace settings.
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
565.
Standard views on surrogate decision making present alternative ideal models of what ideal surrogates should consider in rendering a decision. They do not, however, explain the physician's responsibility to a patient who lacks decisional capacity or how a physician should regard surrogates and surrogate decisions. The authors argue that it is critical to recognize the moral difference between a patient's decisions and a surrogate's and the professional responsibilities implied by that distinction. In every case involving a patient who lacks decisional capacity, physicians and the treatment team have to make judgments about the appropriateness of both the surrogate and the surrogate's decision. They have to assess the surrogate's decisional capacity and attitude toward the patient as well as the reasons that support the surrogate's decision. This paper provides a model for acceptable surrogate decisions and a standard for blocking inappropriate surrogates. Only decisions based on widely shared reasons are allowable for surrogate refusal of highly beneficial treatment. 相似文献
566.
Caelleigh AS 《Science and engineering ethics》2003,9(2):221-241
Scientific societies can have a powerful influence on the professional lives of scientists. Using this influence, they have
a responsibility to make long-term commitments and investments in promoting integrity in publication, just as in other areas
of research ethics. Concepts that can inform the thinking and activities of scientific societies with regard to publication
ethics are: the “hidden curriculum” (the message of actions rather than formal statements), a fresh look at the components
of acting with integrity, deviancy as a normally occurring phenomenon in human society, and the scientific community as an
actual community. A society’s first step is to decide what values it will promote, within the framework of present-day standards
of good conduct of science and given the society’s history and traditions. The society then must create educational programs
that serve members across their careers. Scientific societies must take seriously the implications of the problem; set policies
and standards for publication ethics for their members; educate about and enforce the standards; bring the issues before the
members early and often; and maintain continuing dialogue with editors.
An earlier version of this paper was presented at the AAAS-Office of Research Integrity (ORI) meeting in Washington DC on
the theme: “The Role and Activities of Scientific Societies in Promoting Research Integrity” held on April 10–11, 2000. 相似文献
567.
Agricultural engineers’ jobs are especially related to sustainability and earth life issues. They usually work with plants
or animals, and the aim of their work is often linked to producing food to allow people to improve their quality of life.
Taking into account this dual function, the moral requirements of their day-to-day professional practice are arguably greater
than those of other professions.
Agricultural engineers can develop their ability to live up to this professional responsibility by receiving ethical training
during their university studies, not only by taking courses specifically devoted to ethics, but also by having to deal with
moral questions that are integrated into their technical courses through a program of Ethics Across the Curriculum (EAC).
The authors feel that a suitable pedagogical technique for achieving this goal is the use of moral dilemmas, following Kohlberg’s
theory of levels of morality (1981), with the final objective of attaining a post-conventional level. This paper examines
the possibilities and limitations of using moral dilemmas as a pedagogical technique for training agricultural engineers.
The cases, discussions, and evaluation used in the Agricultural Engineering Department of the Technical University of Valencia
(Spain) are also presented.
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
568.
Gotterbarn D 《Science and engineering ethics》2001,7(2):221-230
Many problems in software development can be traced to a narrow understanding of professional responsibility. The author examines
ways in which software developers have tried to avoid accepting responsibility for their work. After cataloguing various types
of responsibility avoidance, the author introduces an expanded concept of positive responsibility. It is argued that the adoption
of this sense of positive responsibility will reduce many problems in software development.
An earlier version of this paper was written for inclusion in S. Rogerson and T. W. Bynum, eds., Computer Ethics and Professional Responsibility, Blackwell, (in press). Prepublished here with permission from the author and the editors. 相似文献
569.
570.
Yuhui Li Yanjun Guan Fuxi Wang Xiang Zhou Kun Guo Peng Jiang Zichuan Mo Yumeng Li Zheng Fang 《Journal of Vocational Behavior》2015
Based on career construction theory, the current research examined whether career adaptability mediates the relations of the personality traits (Five-Factor Model personality traits and behavioral inhibition and activation systems (BIS/BAS)) to career exploration behavior. Results from a survey in Chinese university students (N = 264) showed that career exploration correlated negatively with neuroticism, and positively with openness to experience, extroversion, agreeableness, conscientiousness and BAS. Results of regression analyses further showed that openness to experience, agreeableness, conscientiousness and BAS served as the strongest predictors for career exploration. In addition, career adaptability was shown to be a key mediator for the relationships between personality traits and career exploration behavior. Career concern and career curiosity were the more important dimensions in the mediation model. These findings advance current understandings on how different personality traits predict career exploration behavior. 相似文献