全文获取类型
收费全文 | 417篇 |
免费 | 49篇 |
国内免费 | 10篇 |
出版年
2024年 | 1篇 |
2023年 | 9篇 |
2022年 | 2篇 |
2021年 | 6篇 |
2020年 | 19篇 |
2019年 | 29篇 |
2018年 | 25篇 |
2017年 | 40篇 |
2016年 | 36篇 |
2015年 | 17篇 |
2014年 | 18篇 |
2013年 | 77篇 |
2012年 | 13篇 |
2011年 | 15篇 |
2010年 | 11篇 |
2009年 | 5篇 |
2008年 | 15篇 |
2007年 | 7篇 |
2006年 | 11篇 |
2005年 | 20篇 |
2004年 | 13篇 |
2003年 | 14篇 |
2002年 | 12篇 |
2001年 | 14篇 |
2000年 | 12篇 |
1999年 | 4篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1992年 | 2篇 |
1985年 | 1篇 |
排序方式: 共有476条查询结果,搜索用时 15 毫秒
191.
Jecker NS 《Theoretical medicine and bioethics》2005,26(4):277-305
The paper begins by tracing the historical development of American medicine as practice, profession, and industry from the
eighteenth century to the present. This historical outline emphasizes shifting conceptions of physicians and physician ethics.
It lays the basis for showing, in the second section, how contemporary controversies about the physician’s role in managed
care take root in medicine’s past. In the final two sections, I revisit both the historical analysis and its application to
contemporary debates. I argue that historical narratives can function as “master narratives” that suppress or leave out historical
facts. I bring to the surface what is covered up by the master narrative approach, and show its relevance to contemporary
ethical debates. I conclude by proposing that preserving the integrity of medicine will require modifying the master narratives
we tell about physicians. The integrity of medicine also offers new perspectives for thinking about managed care and the broader
topic of health care reform. 相似文献
192.
This study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real-world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in-person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre- and post-test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in-service teachers in behavior management for schools with children having disabilities and challenging behavior. 相似文献
193.
Konstantinos Argyriou 《Personal Relationships》2023,30(3):709-730
Trans people's relationship with mental health providers carries historical tensions. Counseling services have been tied to standardized procedures or diagnostic certification of dysphoria and gender evaluations, while other psychosocial demands have been largely disregarded. Moreover, protocols and approaches focus disproportionately on Anglo-American frameworks, in terms of epistemic resources established to describe gender-diverse experiences. These issues affect both representations of gender identity and attitudes toward counseling. The present study aimed to address psychologists' accounts cross-culturally, by using qualitative data acquired through interviews with active practitioners from Spain and Greece. Eighteen qualitative semi-structured interviews were conducted in both countries in order to delve into the narratives related to trans mental health care provision. Thematic analysis using Atlas.ti was used to systematize the data. The accounts centered on gender identity representations and attributions, attitudes toward counseling, relationship with diagnoses, psychological approaches, and competent training. Findings point to the need for all-encompassing, obligatory training of psychologists on trans mental health, followed by situated considerations of the contextual factors that may contribute to experiencing gender diversity differently. More cross-cultural qualitative accounts are thus encouraged, to enrich and update the upcoming trans literature on the matter. 相似文献
194.
Vivian M. Weil 《Science and engineering ethics》1998,4(3):303-314
A summary of the career of a Russian engineer who practiced a century ago in western Europe, as well as in Russia, provides
an example of how ethical standards can influence practice across national boundaries. An examination of his career and his
conception of engineering, of the evolution of engineering standards and codes, and of the process of formulating codes in
particular instances explains how international standards can shape practice in an international context.
An earlier version of this paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering
Based International Industries”, Durham, NC, USA, 14–17 September 1997. 相似文献
195.
Unique ethical problems in information technology 总被引:8,自引:0,他引:8
Professor Walter Maner 《Science and engineering ethics》1996,2(2):137-154
A distinction is made between moral indoctrination and instruction in ethics. It is argued that the legitimate and important
field of computer ethics should not be permitted to become mere moral indoctrination. Computer ethics is an academic field
in its own right with unique ethical issues that would not have existed if computer technology had not been invented. Several
example issues are presented to illustrate this point. The failure to find satisfactory non-computer analogies testifies to
the uniqueness of computer ethics. Lack of an effective analogy forces us to discover new moral values, formulate new moral
principles, develop new policies, and find new ways to think about the issues presented to us. For all of these reasons, the
kind of issues presented deserve to be addressed separately from others that might at first appear similar. At the very least,
they have been so transformed by computing technology that their altered form demands special attention. 相似文献
196.
Beth Kaplan Sommerfeld Ronald H. Rozensky 《Journal of clinical psychology in medical settings》1996,3(2):173-180
In this article, we reply to the comments made by Holden and Levant (preceding articles). While we agree with their goals of expanding the scope of practice of psychology, standardizing training, and educating the public and other health care professionals about the field of clinical psychology, we do not agree that changing the discipline's name to psychological physician is a necessary or sufficient means to these ends. We outline the bases for our disagreement with the name change proposal and provide other proposals for reaching the goals set forth by Holden and Levant. 相似文献
197.
Professor Robert E. McGinn 《Science and engineering ethics》1995,1(3):217-230
This essay explores the issue of the moral rights of engineers. An historical case study is presented in which an accomplished,
loyal, senior engineer was apparently wronged as a result of actions taken by his employer in pursuit of legitimate business
interests. Belief that the engineer was wronged is justified by showing that what happened to him violated what can validly
be termed one of his moral rights as an engineer: the right to reputational fairness. It is then argued that, this right notwithstanding,
under certain circumstances it is morally permissible for employers to override it. The paper concludes by identifying two
complementary facets of this right, discussing its scope, and indicating what is required of employers obliged to respect
it in two types of action contexts.
An earlier version of this paper was presented at the Annual Meeting of the Society for the History of Technology in Washington,
D.C. on October 16, 1993. I am indebted to Stephanie J. Bird, Taft Broome, Deborah Johnson, Carl Mitcham, Walter Vincenti,
Vivian Weil, and Caroline Whitbeck for helpful critical comments.
Professor of Industrial Engineering and Engineering Management and, by courtesy, of Civil Engineering, and in the Program
in Science, Technology, and Society, School of Engineering, Stanford University, Stanford, CA, USA, 94305-2120. 相似文献
198.
Forensic Psychology is a recognised and important sub‐specialty of the Psychology discipline. However, after an expansion in the number of training places that were offered when programmes were first developed, recent years have seen these diminish in response to changes in university policies, resulting from reformulated Federal government funding models. In this article, we argue that it is important for the future of specialist areas of professional psychology to not only articulate the core skills and competencies that are associated with specialist practice but also to develop unique and distinctive approaches to teaching and learning signature pedagogies. Based on the premise that forensic psychological practice is, indeed, a distinctive activity that requires different skills and, importantly, different ways of thinking about the work from other areas of professional psychology, it is suggested that professional training in this area should aim to develop a signature pedagogy which combines methods of teaching and learning that have been developed in legal training programmes with principles of problem‐based learning. 相似文献
199.
200.
Markus P. Bidell 《Journal of counseling and development : JCD》2012,90(2):200-207
Professional school counselors have an opportunity to directly address the educational, emotional, and social problems facing lesbian, gay, bisexual, transgender, and questioning youth. The purpose of this study was to examine the multicultural and sexual orientation counselor competencies of school counseling students through a cross‐specialization comparison with community agency students. Results indicate that school counseling students had significantly lower self‐reported multicultural and sexual orientation counselor competency scores. The findings and their implications are discussed. 相似文献