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Considerable research has documented associations between adverse life events and internalizing symptoms in adolescents, but
much of this research has focused on the number of events experienced, with less attention to the ecological context or timing
of events. This study examined life events in three ecological domains relevant to adolescents (i.e., family, peers, themselves)
as predictors of the course of depressive symptoms among a community epidemiologically defined sample of 419 (47.2% females)
urban African American adolescents. Given that youth depressive symptoms change over time, grade level was examined as a moderator.
For males, the strength of associations between life events happening to participants, family life events, and peer life events
and depressive symptoms did not change from grades 6–9. For females, the strength of the association between peer life events
and depressive symptoms did not change over time, but the strength of associations between life events happening to participants
and family life events and females’ depressive symptoms decreased over time. Implications of the findings and directions for
future research are discussed. 相似文献
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Andrea K. Gerlak Tanya Heikkila Sharon L. Smolinski Dave Huitema Derek Armitage 《Policy Sciences》2018,51(3):335-371
In acknowledgement of the complexity of environmental challenges, research on learning in environmental policy has grown substantially over the past two decades across a range of disciplines. Despite this growth, there are few comprehensive assessments of the literature on learning in environmental policy. This article fills this gap by providing insights on the overall coherence and impact of this body of scholarship. To do so, we analyze a sample of 163 articles from 2004 to 2014 using a standardized coding framework. The results provide an in-depth assessment of the status of the literature on learning in the context of environmental policy, as well as the quality of the literature. We demonstrate that despite the diversity in research questions and goals, the literature is lacking with respect to diversity in cases and context, theoretical development, clear conceptualization and operationalization of learning, and advancements in empirical approaches to study learning. From these insights, we discuss the challenges and opportunities for scholars in studying learning and provide recommendations for building the theoretical and methodological rigor of the field. 相似文献
119.
The first 150 words of the full text of this article appear below. Key points
1. Introduction
2. Law and economics context
3. Hedge fund regulation
4. Concerns about insider trading
5. The importance of cost benefit in regulation
6. Insider trading undefined
If you build it, they will come
7. Differences between derivative assets and securities
8. Uncertainty should be resolved in the markets, not in litigation
9. ETFs and structured products are also blurring the regulatory boundaries
The burden is on market participants 相似文献
- Unspecified boundaries in the commodities, derivatives,and securities law have not only increased the discretion ofindividual regulatory authorities, but have also resulted inexpanded and often overlapping assertions of jurisdiction bythe Securities and Exchange Commission, the Commodity FuturesTrading Commission, the Federal Energy Regulatory Commission,and other authorities.
- The Securities and Exchange Commissionhas recently sought to expand its jurisdiction into the derivativesmarkets to seek registration of hedge funds and other usersof derivatives and commodity futures as investment advisors,and to seek to apply its insider trading laws broadly to thevarious assets traded by funds.
- Financial institutions, intermediaries,and end users are increasingly being asked to demonstrate theeconomic or business purpose of their financial transactionsand their trading practices to ensure their legitimacy and avoidregulatory scrutiny.
- Compliance and litigation costs have predictablyrisen in this environment, in part due to the
. . . [Full Text of this Article]
120.
Eric?J.?Bruns Elizabeth?Moore Sharon?Hoover?Stephan David?Pruitt Mark?D.?WeistEmail author 《Journal of youth and adolescence》2005,34(1):23-30
The current study investigated whether the presence of school-based mental health clinicians in an urban school district was associated with reduced out-of-school suspension rates. Forty one elementary schools with expanded school mental health (ESMH) programs were compared to 41 schools without ESMH programs. Correlational analyses revealed associations between suspension outcomes and several school-level demographic variables including school attendance rate, percent of students in poverty, and percent of nonwhite students in the school. After controlling for these variables, however, results of stepwise linear regressions demonstrated no significant differences between ESMH and non-ESMH schools on suspension outcomes. Results of the current study suggest that the presence of ESMH clinicians will not necessarily impact suspension rates in an elementary school. Targeted and well-implemented approaches to address behaviors that lead to suspension, or school- and system-level policies to provide alternatives to suspensions, will likely be a better route to achieving this outcome. 相似文献