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861.
Policy Attitudes in Institutional Context: Rules,Uncertainty, and the Mass Politics of Public Investment 下载免费PDF全文
This article examines the link between citizens’ policy attitudes and the institutional context in which policies are carried out. The article develops a theory of opinion formation toward policies that impose costs on citizens in order to invest in broadly valued social goods. In this framework, problems of agency loss and time inconsistency leave citizens uncertain about whether promised policy benefits will be delivered. Citizen support for public investments thus depends on whether the institutional context makes elites’ policy promises credible. We consider hypotheses about how the institutional allocation of authority and the institutional rules governing implementation affect citizen support for public investment, and we find broad support for the framework in three survey experiments administered to representative samples of U.S. citizens. The results shed light on the link between political institutions and citizens’ attitudes, the capacities of voters for substantive political reasoning, and the political prospects for public investment. 相似文献
862.
Public affairs practice and lobbying inequality: Reform and regulation of the influence game 下载免费PDF全文
Although vigorous lobbying by groups within society is essential for the functioning of democracy, it is widely perceived that resource‐rich groups, particularly corporations, enjoy unfair advantages and influence. This perception damages public trust in the efficacy of civic participation and the legitimacy of policymaking. This problem intermittently leads reformers and scholars to assess and develop policies that might assist in addressing lobbying power imbalances. This paper takes up Moloney's call for exploring ways of intervening in the communicative economy to directly address the problem of lobbying inequality. It considers the extent of lobbying inequalities and theoretical frameworks for understanding how resources enable an influence advantage, before assessing the types of regulatory approaches that have been used by democratic institutions. Voluntary measures that could be taken by the corporate sector and professional associations are considered, alongside the current interest in using digital platforms to identify inequalities and incorporate public preferences as a variable in allocating lobbying resources. 相似文献
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864.
Carey and Harris present the concept of adaptive management as a practice for supporting effective collaboration, suggesting that performance information be used to modify actions. They observe that end‐outcome performance information is less useful because of long delays between actions and effects, and recommend instead that the performance information should concern the collaborative process itself. The New Zealand government has followed a similar path to the Australian journey described by Carey and Harris. First, New Zealand tried using end outcomes to drive collaboration. Then, New Zealand tried using process measures, but found that the resulting collaboration lacked purpose and urgency. More recently, New Zealand has found great success in using intermediate‐outcome measures to drive adaptive collaboration: measures with intrinsic value, but short delay between action and effect. We echo Carey and Harris’ call for adaptive collaboration, but write to suggest that intermediate outcomes, rather than process measures, may drive more purposive management. 相似文献
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David Blazar Blake Heller Thomas J. Kane Morgan Polikoff Douglas O. Staiger Scott Carrell Dan Goldhaber Douglas N. Harris Rachel Hitch Kristian L. Holden Michal Kurlaender 《Journal of policy analysis and management》2020,39(4):966-1019
Can a school or district improve student achievement simply by switching to a higher-quality textbook or curriculum? We conducted the first multi-textbook, multi-state effort to estimate textbook efficacy following widespread adoption of the Common Core State Standards (CCSS) and associated changes in the textbook market. Pooling textbook adoption and student test score data across six geographically and demographically diverse U.S. states, we found little evidence of differences in average achievement gains for schools using different math textbooks. We found some evidence of greater variation in achievement gains among schools using pre-CCSS editions, which may have been more varied in their content than post-CCSS editions because they were written for a broader set of standards. We also found greater variation among schools that had more exposure to a given text. However, these differences were small. Despite considerable interest and attention to textbooks as a low-cost, “silver bullet” intervention for improving student outcomes, we conclude that the adoption of a new textbook or set of curriculum materials, on its own, is unlikely to achieve this goal. 相似文献
868.
Very little is known about processes contributing to depressive experiences in American Indian youth. We explored the relationship between value priorities and depressive symptoms among 183 (65 % female) American Indian youth in grades 9–12. In addition, two potential moderators of this relationship were examined: value outcome expectations (i.e., whether one expects that values will be realized or not) and perceived community values. We found that American Indian youth who endorsed higher levels of tradition/benevolence values reported fewer depressive symptoms. However, the relationship between endorsing power/materialism values and depressive symptoms depended on the extent to which youth perceived their communities as valuing power/materialism. Finally, value outcome expectancies appeared to relate more strongly to depressive symptoms than did value priorities. Overall, these findings support tribal community efforts to impart tradition/benevolence values to American Indian youth but also emphasize the importance of attending to value outcome expectations and the perceived values of the community in understanding American Indian youth’s depressive experiences. 相似文献
869.
AbstractWe report on the results of a randomised controlled trial conducted among over 2,000 children in 60 elementary schools in rural Shaanxi Province, North-west China. We find that providing children with daily iron supplements for six months improved children’s haemoglobin levels and standardised maths scores. In comparison, educating parents about nutrition and anaemia in a special parents meeting produced a modest impact on children’s haemoglobin levels. We also find heterogeneous intervention effects by children’s gender, anaemia status and boarding status. Overall, iron supplementation is more effective. However, given its low cost and simple implementation, parental education should still be considered. 相似文献
870.