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131.
We distinguish between (i) voting systems in which voters can rank candidates and (ii) those in which they can grade candidates, using two or more grades. In approval voting, voters can assign two grades only—approve (1) or not approve (0)—to candidates. While two grades rule out a discrepancy between the average-grade winners, who receive the highest average grade, and the superior-grade winners, who receive more superior grades in pairwise comparisons (akin to Condorcet winners), more than two grades allow it. We call this discrepancy between the two kinds of winners the paradox of grading systems, which we illustrate with several examples and whose probability we estimate for sincere and strategic voters through a Monte Carlo simulation. We discuss the tradeoff between (i) allowing more than two grades, but risking the paradox, and (ii) precluding the paradox, but restricting voters to two grades. 相似文献
132.
Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the
relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school
and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys;
66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional,
behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct
also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family
relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in
school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general
delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for
policy are discussed. 相似文献
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136.
Andreas Weiß 《Berliner Journal für Soziologie》2008,18(4):663-677
Ohne Zusammenfassung
Andreas Wei? geb. 1978. Magister Artium, Wissenschaftlicher Mitarbeiter am SFB 640 Repr?sentationen sozialer Ordnungen im Wandel, Teilprojekt A5 Transnationale ?ffentlichkeiten und Repr?sentationen im Vergleich: Europa, arabische Welt, Russland, 1850er–1910er Jahre und 1990er Jahre der Humboldt-Universit?t zu Berlin. Forschungsschwerpunkte: Europa des 19./20. Jahrhunderts, Beziehungsgeschichte zwischen Europa und der au?ereurop?ischen Welt mit Schwerpunkt Asien. 相似文献
Andreas Wei?Email: |
Andreas Wei? geb. 1978. Magister Artium, Wissenschaftlicher Mitarbeiter am SFB 640 Repr?sentationen sozialer Ordnungen im Wandel, Teilprojekt A5 Transnationale ?ffentlichkeiten und Repr?sentationen im Vergleich: Europa, arabische Welt, Russland, 1850er–1910er Jahre und 1990er Jahre der Humboldt-Universit?t zu Berlin. Forschungsschwerpunkte: Europa des 19./20. Jahrhunderts, Beziehungsgeschichte zwischen Europa und der au?ereurop?ischen Welt mit Schwerpunkt Asien. 相似文献
137.
Hildegard Theobald 《Berliner Journal für Soziologie》2008,18(2):257-281
Social and demographic changes in western societies have led to a (re-)definition of social rights related to care-dependency and the introduction of further regulations of formal and informal care delivery. Care has increasingly become provided in the public sectors – the state, market and civic sector – and new types of cash benefits to support informal family care have been introduced. In this article, the concept of social care is used as a theoretical tool to analyse the relationship between the (re-)definition of social rights, the growth of a regular or grey care labour market and the related development of new forms of inequality according to socio-economic class and ethnicity in the female dominated area. The empirical comparison of the developments in Sweden, Germany and Italy reveals the dimensions of social rights – eligibility criteria, level and types of benefits – which are decisive for the growth of a regular and grey care labour market and the intersection of different forms of inequality. 相似文献
138.
Thomas Schwinn 《Berliner Journal für Soziologie》2008,18(1):8-31
The impact of globalization on the structure of social inequality is controversial discussed in actual debates. The national focused research is challenged by globalists. The article concentrates on the problem of order and shows how this is solved by the national structures of social inequality. In the next step the reasons for and against the national solution are presented. Finally the possibility of transnational constituting structures of social inequality is examined. How probable is the structuration of global inequality if basic elements of order are missing on this level? 相似文献
139.
Danielle H. Dallaire David A. Cole Thomas M. Smith Jeffrey A. Ciesla Beth LaGrange Farrah M. Jacquez Ashley Q. Pineda Alanna E. Truss Amy S. Folmer 《Journal of youth and adolescence》2008,37(7):830-846
Community, demographic, familial, and personal risk factors of childhood depressive symptoms were examined from an ecological
theoretical approach using hierarchical linear modeling. Individual-level data were collected from an ethnically diverse (73%
African-American) community sample of 197 children and their parents; community-level data were obtained from the U.S. Census
regarding rates of community poverty and unemployment in participants’ neighborhoods. Results indicated that high rates of
community poverty and unemployment, children’s depressive attributional style, and low levels of self-perceived competence
predict children’s depressive symptoms, even after accounting for demographic and familial risk factors, such as parental
education and negative parenting behaviors. The effect of negative parenting behaviors on depressive symptoms was partially
mediated by personal variables like children’s self-perceived competence. Recommendations for future research, intervention
and prevention programs are discussed.
Dr. Danielle H. Dallaire is an Assistant Professor in the Psychology Department at The College of William and Mary. She received her Ph.D. from Temple University in 2003. Her major research interests include children’s social and emotional development and promoting resiliency in children and families in high risk environments, particularly children and families dealing with parental incarceration. Dr. David A. Cole is a Professor in the Department of Psychology and Human Development at Vanderbilt University. He received his Ph.D. from The University of Houston in 1983. His major research interests center around developmental psychopathology in general and childhood depression in particular. Dr. Thomas M. Smith is an Assistant Professor of Public Policy and Education at Vanderbilt University, Peabody College. He received his Ph.D. in 2000 from The Pennsylvania State University. Professor Smith’s current research agenda focuses on the organization of teaching quality, exploring relationships between educational policy (national, state, district, and school level), school organization, teacher commitment, and the quality of classroom instruction. Dr. Jeffrey A. Ciesla is an Assistant Professor in the Psychology Department at Kent State University. He received his Ph.D. from The State University of New York at Buffalo in 2004. His major research interests include the effects of ruminative thought and stressful life events on depressive disorders. Beth LaGrange, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University. Her current research interests include depression and the development of depressive cognitive style in children and adolescents. Dr. Farrah M. Jacquez is a Postdoctoral fellow in pediatric psychology at the Mailman Center for Child Development at the University of Miami. She received her Ph.D. from Vanderbilt University in 2006. Her major research interests include parenting in the context of poverty and developing community-based interventions for underserved children and families. Ashley Q. Pineda, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University and is currently completing her internship at the Children’s Hospital at Stanford University. Her major research interests include examining the reciprocal relations between parenting behaviors, depressive cognitions, and childhood depression. Alanna E. Truss, M.S., is a Doctoral candidate in the Department of Psychology and Human Development at Vanderbilt University. Her major research and clinical interests include developmental factors in internalizing disorders in children and adolescents and the effects of trauma on children and families. Amy S. Folmer is a graduate student in the Department of Psychology and Human Development at Vanderbilt University. She received her B.A. from The University of Texas in 2003. Her major research interests include cognitive developmental factors that influence the applicability of adult cognitive models of depression to children. 相似文献
Danielle H. DallaireEmail: |
Dr. Danielle H. Dallaire is an Assistant Professor in the Psychology Department at The College of William and Mary. She received her Ph.D. from Temple University in 2003. Her major research interests include children’s social and emotional development and promoting resiliency in children and families in high risk environments, particularly children and families dealing with parental incarceration. Dr. David A. Cole is a Professor in the Department of Psychology and Human Development at Vanderbilt University. He received his Ph.D. from The University of Houston in 1983. His major research interests center around developmental psychopathology in general and childhood depression in particular. Dr. Thomas M. Smith is an Assistant Professor of Public Policy and Education at Vanderbilt University, Peabody College. He received his Ph.D. in 2000 from The Pennsylvania State University. Professor Smith’s current research agenda focuses on the organization of teaching quality, exploring relationships between educational policy (national, state, district, and school level), school organization, teacher commitment, and the quality of classroom instruction. Dr. Jeffrey A. Ciesla is an Assistant Professor in the Psychology Department at Kent State University. He received his Ph.D. from The State University of New York at Buffalo in 2004. His major research interests include the effects of ruminative thought and stressful life events on depressive disorders. Beth LaGrange, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University. Her current research interests include depression and the development of depressive cognitive style in children and adolescents. Dr. Farrah M. Jacquez is a Postdoctoral fellow in pediatric psychology at the Mailman Center for Child Development at the University of Miami. She received her Ph.D. from Vanderbilt University in 2006. Her major research interests include parenting in the context of poverty and developing community-based interventions for underserved children and families. Ashley Q. Pineda, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University and is currently completing her internship at the Children’s Hospital at Stanford University. Her major research interests include examining the reciprocal relations between parenting behaviors, depressive cognitions, and childhood depression. Alanna E. Truss, M.S., is a Doctoral candidate in the Department of Psychology and Human Development at Vanderbilt University. Her major research and clinical interests include developmental factors in internalizing disorders in children and adolescents and the effects of trauma on children and families. Amy S. Folmer is a graduate student in the Department of Psychology and Human Development at Vanderbilt University. She received her B.A. from The University of Texas in 2003. Her major research interests include cognitive developmental factors that influence the applicability of adult cognitive models of depression to children. 相似文献
140.
This study investigated the relationship between social information processing (SIP) and both relational and overt, physical
aggression in a longitudinally-followed sample of 228 adolescent girls (ages 11–18; 140 with ADHD and 88 comparison girls).
During childhood, girls participated in naturalistic summer camps where peer rejection, overt physical aggression, and relational
aggression were assessed via multiple informants and methods. Approximately 4.5 years later, these girls participated in follow-up
assessments during which they completed a commonly-used vignette procedure to assess SIP; overt and relational aggression
were again assessed through multiple informants. Correlations between (a) overt and relational aggression and (b) maladaptive
SIP were modest in this female adolescent sample. However, relationships between aggression and SIP were stronger for the
comparison girls than for the girls with ADHD. The relevance of SIP models for adolescent girls and clinical implications
of findings are discussed.
相似文献
Amori Yee MikamiEmail: |