全文获取类型
收费全文 | 1418篇 |
免费 | 56篇 |
专业分类
各国政治 | 68篇 |
工人农民 | 61篇 |
世界政治 | 123篇 |
外交国际关系 | 78篇 |
法律 | 700篇 |
中国共产党 | 1篇 |
中国政治 | 46篇 |
政治理论 | 388篇 |
综合类 | 9篇 |
出版年
2021年 | 9篇 |
2020年 | 25篇 |
2019年 | 27篇 |
2018年 | 50篇 |
2017年 | 55篇 |
2016年 | 43篇 |
2015年 | 31篇 |
2014年 | 50篇 |
2013年 | 222篇 |
2012年 | 42篇 |
2011年 | 62篇 |
2010年 | 38篇 |
2009年 | 31篇 |
2008年 | 55篇 |
2007年 | 54篇 |
2006年 | 64篇 |
2005年 | 54篇 |
2004年 | 54篇 |
2003年 | 53篇 |
2002年 | 32篇 |
2001年 | 19篇 |
2000年 | 17篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 14篇 |
1996年 | 11篇 |
1995年 | 17篇 |
1994年 | 21篇 |
1993年 | 16篇 |
1992年 | 13篇 |
1991年 | 11篇 |
1990年 | 9篇 |
1989年 | 14篇 |
1988年 | 15篇 |
1987年 | 15篇 |
1986年 | 7篇 |
1985年 | 16篇 |
1984年 | 9篇 |
1983年 | 13篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1979年 | 10篇 |
1978年 | 13篇 |
1977年 | 9篇 |
1976年 | 11篇 |
1975年 | 14篇 |
1974年 | 11篇 |
1973年 | 8篇 |
1972年 | 11篇 |
1967年 | 8篇 |
排序方式: 共有1474条查询结果,搜索用时 875 毫秒
1.
Parental Authoritativeness,Social Support and Help-seeking for Mental Health Problems in Adolescents
Maiuolo Michelle Deane Frank P. Ciarrochi Joseph 《Journal of youth and adolescence》2019,48(6):1056-1067
Journal of Youth and Adolescence - Adolescents experience high rates of mental health problems but are reluctant to seek professional help. Parents play an integral role in the help seeking process... 相似文献
2.
3.
4.
Joseph Roger Clark 《Orbis》2019,63(2):225-239
Modern Russia is a revisionist, if not a revanchist, nation-state. It seeks to end the efficacy of the post-World War II institutionalized rules-based international order, which was created and maintained by the U.S.-led Western alliance. Russia pursues this objective to reclaim great power status and dominate the region and its borders. However, it lacks the strength to achieve this goal directly. To be successful, Russia must devise a strategy for bringing about cumulative changes in the relative power of the United States and Russia. And, it must do so while avoiding direct confrontation. A model for such an indirect approach exists. 相似文献
5.
6.
7.
8.
Craig Bennell Geoffrey Alpert Judith P. Andersen Joseph Arpaia Juha-Matti Huhta Kimberly B. Kahn Ariane-Jade Khanizadeh Molly McCarthy Kyle McLean Renée J. Mitchell Arne Nieuwenhuys Adam Palmer Michael D. White 《Legal and Criminological Psychology》2021,26(2):121-144
Leading police scholars and practitioners were asked to reflect on the most urgent issues that need to be addressed on the topic of use of force. Four themes emerged from their contributions: use of force and de-escalation training needs to improve and be evaluated; new ways of conceptualizing use of force encounters and better use of force response models need to be developed; the inequitable application of force, and how to remediate biases, needs to be more fully understood; and misconceptions about police use of force need to be identified and corrected. The highlighted topics serve as an agenda for future research. Such research should provide greater insight into when, where, and why force is used by police officers, and how it can be applied appropriately. If implemented, the practical recommendations included in the contributions should have a positive impact on police performance, public trust and confidence in the police, and citizen and officer safety. 相似文献
9.
Joseph P. Ryan Abigail B. Williams Mark E. Courtney 《Journal of youth and adolescence》2013,42(3):454-465
Victims of child abuse and neglect are at an increased risk of involvement with the juvenile justice and adult correctional systems. Yet, little is known about the continuation and trajectories of offending beyond initial contact with law enforcement. Neglect likely plays a critical role in continued offending as parental monitoring, parental rejection and family relationships are instrumental in explaining juvenile conduct problems. This study sought to determine whether neglect is associated with recidivism for moderate and high risk juvenile offenders in Washington State. Statewide risk assessments and administrative records for child welfare, juvenile justice, and adult corrections were analyzed. The sample was diverse (24 % female, 13 % African American, 8 % Hispanic, 5 % Native American) and included all moderate and high risk juvenile offenders screened by juvenile probation between 2004 and 2007 (n = 19,833). Official records from child protection were used to identify juvenile offenders with a history of child neglect and to identify juvenile offenders with an ongoing case of neglect. Event history models were developed to estimate the risk of subsequent offending. Adolescents with an ongoing case neglect were significantly more likely to continue offending as compared with youth with no official history of neglect. These findings remain even after controlling for a wide range of family, peer, academic, mental health, and substance abuse covariates. Interrupting trajectories of offending is a primary focus of juvenile justice. The findings of the current study indicate that ongoing dependency issues play a critical role in explaining the outcomes achieved for adolescents in juvenile justice settings. The implications for improved collaboration between child welfare and juvenile justice are discussed. 相似文献
10.
Hafen CA Allen JP Mikami AY Gregory A Hamre B Pianta RC 《Journal of youth and adolescence》2012,41(3):245-255
Student engagement is an important contributor to school success, yet high school students routinely describe themselves as
disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement.
This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes
in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse
(67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided
questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated
that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased
their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in
other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations
of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs
and its relationship to educational practice is discussed. 相似文献