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101.
“What Guarantees Do We Have?” Legal Tolls and Persistent Impunity for Feminicide in Guatemala
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Guatemala has one of the highest levels of killings of women and impunity for violence against women in the world. Despite laws created to protect women, Guatemala, like other countries, generally fails at implementation. This article examines justice system obstacles in contemporary Guatemala to processing cases of feminicide—killings of women because they are women in a context of impunity—comparing two recent feminicide cases. It argues that the sociopolitical context in Guatemala, including structural violence, widespread poverty, inequality, corruption, and normalization of gender violence against women, generates penalties, or “legal tolls,” that are imposed on victims' families and contribute to impunity through undermining victims' attempts to navigate the justice system. The analysis focuses on the tolls of fear and time: the need to overcome fear of retaliation and the extraordinary time and effort it takes to do so in a corrupt and broken system. 相似文献
102.
Martha Cecilia Bottia Jason Giersch Roslyn Arlin Mickelson Elizabeth Stearns Stephanie Moller 《Social Justice Research》2016,29(1):35-72
Public education is a sphere of society in which distributive justice with respect to the allocation of opportunities to learn can have profound and lasting effects on students’ educational outcomes. We frame our study in the distributive justice literature, and define just outcomes specifically from a meritocratic and strict egalitarian perspectives in order to investigate how assignment to academic tracks and the availability of opportunities to learn during high school are associated with students’ academic achievement during college. We examine the role of “just” placement into high school academic tracks, “just” access to high-quality teachers, and “just” assignment of secondary schools’ resources in high school, in relation to college freshmen’s grade point averages (GPA). We utilize longitudinal data from a unique dataset with over 15,000 students who spent their academic careers in North Carolina public secondary schools and then attended North Carolina public universities. Our results suggest that “unjust” assignment of students to certain high schools, access to high-quality teachers, and assignment to learn in specific academic tracks result in long-lasting consequences that are reflected in freshman college GPA. Importantly, findings also show that the direction and magnitude of the relationship between distributional injustice at schools and college performance is moderated by students’ own gender and race. Race and gender interact with the high schools’ institutional contexts operationalized by tracking practices, teacher quality, and by school racial and socioeconomic composition. Results show that similar settings do not affect all students in the same ways. 相似文献
103.
Patrick Emmenegger Scherwin M. Bajka Cecilia Ivardi 《Swiss Political Science Review》2023,29(4):355-378
The rise of the knowledge economy challenges coordinated models of capitalism by requiring their skill formation systems to produce a workforce with higher skills. This paper examines how coordinated capitalism adapts to upskilling pressures by jointly studying general education and vocational education and training (VET) at both upper-secondary and tertiary levels. Employing a comparative research design covering German and Swiss upskilling efforts over the past 50 years, we observe important differences. Switzerland, with influential small firms and weak union presence, focuses on keeping VET an attractive option at upper-secondary level by favoring VET graduates' access to tertiary education. By contrast, Germany, marked by large firm dominance and influential unions, concentrates on expanding general education throughout and adding vocational elements later. Our analysis suggests that firms' reform preferences are conditioned by their size and political constraints to reform. 相似文献