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971.
Jennifer M. Coston 《公共行政管理与发展》1998,18(5):479-493
Governance interventions have evolved to a much greater emphasis on the demand side of good or democratic governance. This article discusses the need for an appropriate balance between both the demand and the supply sides. In short, while citizens need to demand, governments need to respond; both are capable of some supply; and none of these should be taken for granted. The pros and cons of a balanced approach are discussed, as well as the risks of imbalance. The article also begins to explore what a balanced approach might look like, arguing that balanced approaches incorporate a reorientation and expansion of various mechanisms of control: hierarchic/bureaucratic mechanisms are reoriented to embrace and promote democratic principles and opportunities for exit and voice; market mechanisms are exploited wherever possible; and clan mechanisms based on trust and repeated interaction are introduced and emphasized. Brief examples demonstrate that operationalizing a balanced approach entails consensus building through a series of negotiations among key stakeholders. Copyright © 1998 John Wiley & Sons, Ltd. 相似文献
972.
Meca Alan Allison Kelsie Kubilus Richie Olthuis Janine V. Merrill Jennifer E. Zamboanga Byron L. Wyrick David Milroy Jeffrey J. Carr Kyla 《Journal of youth and adolescence》2021,50(12):2363-2373
Journal of Youth and Adolescence - Although prior studies have indicated athletic identity plays a role in alcohol use among college athletes, this research has largely drawn on a unidimensional... 相似文献
973.
Kenneth Kernaghan Jennifer Berardi 《Canadian public administration. Administration publique du Canada》2001,44(4):417-440
Abstract: Since the mid‐1980s, the traditional “bricks‐and‐mortar” approach to delivering a single service through face‐to‐face contacts in government offices has been improved by the creation of one‐stop walk‐in centres that provide multiple services of a related or unrelated nature, by telephone call centres that provide both personal service and interactive voice response, and by the rapid growth of service delivery through the Internet. The challenge for governments is to determine how best to join up services within and between departments, across levels of government, between governmental and non‐governmental service providers, and across channels. This article focuses on the delivery of government services by bringing them together in “clusters” and delivering them through more than one service channel. The article explains the concept of service clustering and provides a model of its major components; uses this model as a framework for describing innovative clustering initiatives in several countries; and examines the implications of service clustering for public administration, with particular reference to privacy and security issues. Sommaire: Depuis le milieu des années 1980, I'approche traditionnelle brique et mortier adoptée pour la prestation d'un service unique par le biais de contacts personnels dans les bureaux du gouvernement a connu une amelioration avec la mise en place des guichets uniques qui offrent de nombreux services de nature connexe ou non, de centres d'appels téléphoniques fournissant à la fois des services personnels et une réponse vocale interactive, et grâce au développement rapide de la prestation de services par Internet. Pour les gouvernements, le défi consiste à déterminer comment regrouper les services au sein d'un ministère et entre les ministères, entre les paliers de gouvernement, entre les foumisseurs de services gouvernementaux et non gouvernementaux, et entre les mécanismes de prestation. Le présent article se concentre sur la prestation des services gouvernementaux regroupés et fournis par l'intermédiaire de plusieurs mécanismes de prestation. Il explique le concept de regroupement des services et présente un modèle de ses principales composantes; il se sert de ce modèle comme cadre pour décrire les initiatives innovatrices en matière de regroupernent de services dans plusieurs pays; enfin, il examine les répercussions du regroupernent des services sur l'administration publique, en particulier du point de vue de la confidentialité et de la sécurité. 相似文献
974.
Mindy Price Alessandra Galie Jennifer Marshall Ngozichukwuka Agu 《Development in Practice》2018,28(4):510-524
This article investigates knowledge and perceptions of women’s empowerment from the perspective of female livestock keepers and elucidates linkages between women’s empowerment and household nutrition in relation to livestock. Eight focus groups with 62 female livestock keepers were conducted in Tanzania. Women’s empowerment in livestock was associated with improved household nutrition. Other opportunities for empowerment were identified that could contribute to women’s decision-making power. The article recommends that all development interventions in the livestock sector be gender sensitive and engage local men in conversations about gender inequities. It also discusses other pathways to increase women’s empowerment and household nutrition. 相似文献
975.
Achievement, engagement, and students’ quality of experience were compared by racial and ethnic group in a sample of students
(N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling
Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences
in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most
marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement
paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but
lower GPA relative to white students. A similar engagement–achievement paradox was found for students from low SES communities
compared to those from high SES communities. Analyses also revealed racial and ethnic differences in the relationship of engagement
with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement
of black students relative to white students. The contextual effect of being in school versus home or in public on engagement
was also more positive for black students than white students. Contextual factors and measurement issues are emphasized in
the interpretation of findings and suggestions for future research.
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
David J. ShernoffEmail: |
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
976.
Jennifer Stuart Mark Fondacaro Scott A. Miller Veda Brown Eve M. Brank 《Journal of youth and adolescence》2008,37(6):674-684
The involvement of adolescents with deviant peer groups is one of the strongest proximal correlates to juvenile delinquency
and stems from a variety of causes. Past research has linked ineffective parenting with peer variables, including deviant
peer group involvement and peer conflict during adolescence. In this study, adolescents’ appraisals of procedural justice
within the family (adolescents’ appraisals of how fairly they are treated by parents in the process of resolving family conflict)
were examined as one aspect of effective parenting that may relate to deviant peer group involvement in early adolescence.
Data from 1660 middle school students (ages 11–14, mean = 12.6) indicated that higher appraisals by adolescents of procedural
justice during family conflict resolution were related to lower levels of both peer conflict and deviant peer group involvement.
A structural model was tested in which the relationship between adolescents’ appraisals of procedural justice in the family
and deviant peer group involvement was partially mediated by measures of peer conflict. This model was found to have adequate
fit to the data, indicating that part of the relationship between procedural justice appraisals and deviant peer group involvement
can be explained by levels of peer conflict. Implications of these findings are discussed.
Jennifer L. Stuart is a doctoral student in Counseling Psychology at the University of Florida. Her research interests include adolescent development and juvenile justice. Mark R. Fondacaro is a Professor of Psychology at John Jay College of Criminal Justice—CUNY. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems. Scott A. Miller is Professor of Psychology at the University of Florida. He received his Ph.D. in Child Development from the University of Minnesota. His research focuses on cognitive development in children. Veda E. Brown is an Assistant Professor of Juvenile Justice and Psychology at Prairie View A&M University, Texas. Her research interests include cognitive development in early childhood, especially with reference to the role of parents. Eve M. Brank is an assistant professor in the Department of Criminology, Law and Society at the University of Florida. She received her Ph.D. in Social Psychology and her J.D. from the University of Nebraska-Lincoln, Law/Psychology program. Her research focuses primarily on families, juveniles, and especially parental responsibility laws. 相似文献
Mark FondacaroEmail: |
Jennifer L. Stuart is a doctoral student in Counseling Psychology at the University of Florida. Her research interests include adolescent development and juvenile justice. Mark R. Fondacaro is a Professor of Psychology at John Jay College of Criminal Justice—CUNY. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems. Scott A. Miller is Professor of Psychology at the University of Florida. He received his Ph.D. in Child Development from the University of Minnesota. His research focuses on cognitive development in children. Veda E. Brown is an Assistant Professor of Juvenile Justice and Psychology at Prairie View A&M University, Texas. Her research interests include cognitive development in early childhood, especially with reference to the role of parents. Eve M. Brank is an assistant professor in the Department of Criminology, Law and Society at the University of Florida. She received her Ph.D. in Social Psychology and her J.D. from the University of Nebraska-Lincoln, Law/Psychology program. Her research focuses primarily on families, juveniles, and especially parental responsibility laws. 相似文献
977.
Jennifer L. Kerpelman Suna Eryigit Carolyn J. Stephens 《Journal of youth and adolescence》2008,37(8):997-1008
The current study, using data from 374 African American students (59.4% female) in grades 7–12 attending a rural, southern
county public school, addressed associations of self-efficacy, ethnic identity and parental support with “future education
orientation.” Both gender and current level of achievement distinguished adolescents with differing levels of future education
orientation. The strongest predictors of future education orientation were self-efficacy, ethnic identity and maternal support.
Gender did not moderate these associations. Implications for future research include the need to conduct longitudinal studies
and research that integrates quantitative and qualitative methods to elucidate further the nature and importance of future
education orientation for African American youth. Also needed are policies and programs that facilitate school bonding and
academic performance, as are efforts that focus specifically on enhancing the future education orientation and academic success
of African American male adolescents.
相似文献
Carolyn J. StephensEmail: |
978.
Jennifer L. Woolard Hayley M. D. Cleary Samantha A. S. Harvell Rusan Chen 《Journal of youth and adolescence》2008,37(6):685-698
This study examines whether parents have the prerequisite knowledge about police interrogation that would allow them to compensate
for youths’ knowledge deficits, protect their interests, and buffer against their vulnerability to coercion. A racially diverse
urban/suburban convenience sample of 77 11- to 13-year-olds, 46 14- to 15-year-olds, and 47 16- to 17-year-olds and their
parents completed a semi-structured interview on knowledge of legal rights and police practices. Results show that parents
know more than younger adolescents about components of the Miranda warning and its behavioral implications but do not necessarily know more about police strategy or the parameters of parental
protection. Age and socioeconomic status were associated with youths’ risk for poor knowledge. Among parents, IQ, race, and
the child’s age predicted risk classification. Parent IQ, socioeconomic status, and youths’ justice experience, race, and
age predicted whether families were classified as at risk for poor knowledge. The results question legal assumptions about
parents’ capacity for protecting youths’ interests without intervention.
Jennifer L. Woolard is an assistant professor of psychology at Georgetown University. She received her Ph.D. in developmental and community psychology from the University of Virginia. Her major research interests include police interrogation of juveniles, culpability, the attorney-client relationship, and the role of parents in adolescents’ legal decision making. Hayley M. D. Cleary is a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research examines youths’ attitudes about police and legal authorities, police interrogation of juvenile suspects, and adolescents’ legal decision making. Samantha A. S. Harvell is also a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research assesses procedural justice mechanisms in adolescence, the attorney-client relationship in juvenile cases, and parental involvement in legal decision making. Rusan Chen is a Senior Statistician at Georgetown University. He received his Ph.D. in quantitative psychology from Tulane University. He is interested in behavioral research methodology and psychometrics. 相似文献
Jennifer L. WoolardEmail: |
Jennifer L. Woolard is an assistant professor of psychology at Georgetown University. She received her Ph.D. in developmental and community psychology from the University of Virginia. Her major research interests include police interrogation of juveniles, culpability, the attorney-client relationship, and the role of parents in adolescents’ legal decision making. Hayley M. D. Cleary is a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research examines youths’ attitudes about police and legal authorities, police interrogation of juvenile suspects, and adolescents’ legal decision making. Samantha A. S. Harvell is also a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research assesses procedural justice mechanisms in adolescence, the attorney-client relationship in juvenile cases, and parental involvement in legal decision making. Rusan Chen is a Senior Statistician at Georgetown University. He received his Ph.D. in quantitative psychology from Tulane University. He is interested in behavioral research methodology and psychometrics. 相似文献
979.
<Emphasis Type="Italic">Ples Bilong Mere</Emphasis>*: Law,Gender and Peace-Building in Solomon Islands 总被引:1,自引:1,他引:0
Jennifer Corrin 《Feminist Legal Studies》2008,16(2):169-194
This article discusses women and peace-building in Solomon Islands and the effect of law, theory and practical circumstances
on their role. It looks at the place of Solomon Islands women in society historically, with particular reference to war and
peace. It then analyses their current status from a legal perspective, looking at the existing Constitution, the proposed
Federal Constitution, and relevant aspects of international law. It questions whether gender equity provisions are sufficient
to promote participation at a practical level. The article also disputes the effectiveness of various international, regional,
and local initiatives, designed to enhance the status of women. The article discusses the application of some of the theories
relating to women and peace-building to the circumstances of Solomon Islands. It concludes by looking to the future and discussing
means of consolidating women’s position, and increasing their involvement in leadership and decision-making.
相似文献
Jennifer CorrinEmail: |
980.
This paper addresses contradictions between common perceptions of Asian Americans as a “model minority” and growing evidence
of discrimination and its negative psychological implications for this group. The current study examined Chinese American
early adolescents’ distress from experiences of discrimination, its relationship with mental health and social functioning,
and what factors may support their healthy development in the face of discrimination. The sample consisted of 158, 6th–8th
grade, Chinese American youth. Study findings provided evidence for a relationship between distress from discrimination and
social emotional health variables of depression and cooperation (a social competence construct). Results also revealed that
peer support buffered the negative effects of discrimination on cooperation. These findings highlight the interpersonal context
of discrimination among early adolescents, and the importance of developmentally and culturally appropriate supports.
相似文献
Jennifer M. GrossmanEmail: |