全文获取类型
收费全文 | 1047篇 |
免费 | 16篇 |
专业分类
各国政治 | 67篇 |
工人农民 | 187篇 |
世界政治 | 27篇 |
外交国际关系 | 24篇 |
法律 | 141篇 |
中国共产党 | 4篇 |
中国政治 | 110篇 |
政治理论 | 48篇 |
综合类 | 455篇 |
出版年
2023年 | 5篇 |
2021年 | 4篇 |
2020年 | 15篇 |
2019年 | 25篇 |
2018年 | 38篇 |
2017年 | 37篇 |
2016年 | 34篇 |
2015年 | 20篇 |
2014年 | 84篇 |
2013年 | 162篇 |
2012年 | 53篇 |
2011年 | 43篇 |
2010年 | 52篇 |
2009年 | 48篇 |
2008年 | 57篇 |
2007年 | 74篇 |
2006年 | 76篇 |
2005年 | 52篇 |
2004年 | 60篇 |
2003年 | 55篇 |
2002年 | 35篇 |
2001年 | 16篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1995年 | 1篇 |
排序方式: 共有1063条查询结果,搜索用时 15 毫秒
51.
In order to promote developmental outcomes with children and young people and to nurture their positive health and well-being in foster care, social workers and case managers are required to direct professional attention toward both the child or young person and her/his daily living environment(s)—at home, at school, and in the local neighborhoods in which they live. When viewed from an ecological perspective, foster care environments are represented conceptually as a nested cluster of settings ranging from immediate life spaces and networks of relationships in a foster home, at school, and in a neighborhood, to organizational contexts holding a statutory duty of care for children and young people assigned looked after status, along with national policies and statutes which frame foster-care environments. This article explores how social-work roles and tasks with children and young people in foster care change as Social Workers transition from case management roles within state, provincial, or local authority departments to become Supervising Social Workers, or Team Managers of Foster Carers, or Directors of foster care services. 相似文献
52.
Dana Fusco 《Child & Youth Services》2013,34(1):33-45
Used in the education of counselors, nurses, occupational therapists and social workers, “use of self” is a way of understanding how practitioners bring about human change. In this article, the author discusses how use of self can be applied to youth work and is related to “developmentally responsive practice” thereby providing a deep theoretical construct for understanding youth work as relational. The author concludes by presenting the barriers to the use of self paradigm in the current climate of assessment and accountability, designed to measure static inputs and outputs rather than dynamic systems or ecologies and presents a challenge to the field for designing methodologies that are equally dynamic, responsive and relational. 相似文献
53.
Marie Hoskins 《Child & Youth Services》2013,34(2):124-134
This article discusses the complexities associated with adopting a not-knowing stance in Child and Youth Care practice. By highlighting some of the challenges, it also clarifies the distinctions between practitioner lack of knowing how to proceed and an intentional, uncertain attitude when working with children, youth and families. Recommendations or caveats are provided if a practitioner chooses to adopt this kind of orientation to practice. 相似文献
54.
Ben Anderson-Nathe 《Child & Youth Services》2013,34(1-2):55-67
When describing how they experience moments of not-knowing, youth workers often talk about a sense of paralysis, as though their uncertainty becomes physically constraining. This chapter describes the first of five themes associated with youth workers' experiences of not knowing what to do: the paralysis of stuckness. In addition to describing and investigating the dominant theme of paralysis, this chapter discusses its three variations, as described by youth worker participants: (a) It's just me, and that's not enough, (b) It's like a mental freefall, and (c) That crushing becomes your world. 相似文献
55.
Judith Bessant 《Child & Youth Services》2013,34(2):137-151
In many countries youth work education in the university confronts a precarious future. Paradoxically, this takes place as the labor market is unable to meet demands for qualified practitioners. This article makes a case for further investment in university-based youth work education. While presenting labor demand and supply arguments, we also suggest that a good university education is important for producing graduates capable of becoming experts and good practitioners in the Aristotelian sense of the word. This entails the provision of learning opportunities to attain specialist knowledge, technical expertise and ethical capacities of the kind that distinguish youth work practice from other approaches to work with young people. Such an education also promotes the prospect that practitioners are able to develop a professional habitus that advances youth work as a discrete field of professional practice. While the material used in this article is Australian, we suggest there are sufficient commonalities between the Australian experience and many other countries for the arguments, findings and recommendations made here to have more general applicability. 相似文献
56.
《Child & Youth Services》2013,34(1-2):39-46
Literature for young people has changed greatly since Severzteeiztlz Suinrner and Fifreerz were published. Society has changed greatly, too, in the last few decades. Many modern books reflect society's involvement with drugs, sex, alcohol, and violence. Teenagers will read a great variety of stories and view different images of themselves and their times. 相似文献
57.
网络时代的青年思想政治工作 总被引:20,自引:0,他引:20
随着信息技术的迅猛发展 ,国际互联网被视为继报纸、广播、电视之后的“第四传播媒体” ,日益介入到社会生活的各个方面 ,对我们开展青年思想政治工作带来了全新的挑战。本文从网络文化的特征入手 ,客观分析了网络对青年思想政治工作的影响 ,提出了新形势下做好青年思想政治工作的建议和对策。 相似文献
58.
思维与心理有着极为密切的关系,探讨和解决青少年心理问题,不能把思维方式的影响撇在一边。对青少年心理问题的个案进行分析,均会发现思维方式侧身其中的情况。因此,不解决思维方式问题,心理问题也不可能得到彻底的解决。思维方式教育应该作为青少年心理健康教育的重要组成部分。 相似文献
59.
Christopher A. Thurber Marge M. Scanlin Leslie Scheuler Karla A. Henderson 《Journal of youth and adolescence》2007,36(3):241-254
Three thousand, three hundred and ninety-five families, whose child attended one of 80 different day or resident summer camps
for at least one week, completed customized questionnaires that measured growth from precamp to postcamp in four domains:
Positive Identity, Social Skills, Physical & Thinking Skills, and Positive Values & Spirituality. Parents, children, and camp
staff reported significant positive change in these four domains; more than would be expected by maturation alone. Most gains
were maintained or showed additional growth six months later. Few of the camp's structural elements correlated with growth,
nor did striking gender, age, or ethnicity differences emerge. The study highlights the particular strengths of camp as an
educational institution and social movement and suggests that different variations of summer camp can provide potent developmental
experiences.
Christopher A. Thurber is full-time faculty at Phillips Exeter Academy in Exeter, New
Hampshire. He received his PhD in clinical psychology from the University of California, Los
Angeles, in 1997. His major research interests include homesickness, youth camping, and
developmental psychopathology.
Margery M. Scanlin is the Executive Officer for Research at the American Camp Association in
Martinsville, Indiana. She received her EdD from Temple University in Philadelphia, PA, in
1982. Her major research interests include youth development outcomes, program improvement
in youth organizations, and organizational aspects of effective camps.
Leslie Scheuler Whitaker is a Senior Associate with Philliber Research Associates in St. Louis,
Missouri. She received her PhD in social science research from Washington University in St.
Louis in 2000. Her primary research areas include youth development, arts education, and
program evaluation.
Karla A. Henderson is a professor in the Department of Parks, Recreation, and Tourism at North
Carolina State University. She received her PhD in education from the University of Minnesota
in 1979 and is currently a member of the American Camp Association Board of Directors. Her
research interests include leisure behavior theory, camping and outdoor education, and gender
and diversity issues. 相似文献
60.
Marvella A. Bowman Hazel M. Prelow Scott R. Weaver 《Journal of youth and adolescence》2007,36(4):517-527
The aim of the present study was to examine a model positing that association with deviant peers mediates the relation between
adolescent perceived parenting behaviors (maternal monitoring and involvement), the interaction of these parenting behaviors,
and delinquency in a sample of 135 urban African American adolescents (13–19 years of age). Regression analyses revealed a
monitoring by involvement interaction among African American females, suggesting that maternal monitoring may effectively
reduce delinquency among African American female adolescents, and that this reduction may be enhanced by increased maternal
involvement. Among African American males, only the relation between association with deviant peers and delinquency was supported,
suggesting that maternal parenting behaviors may, in isolation, be insufficient in the prevention of delinquent behaviors
in African American male adolescents. The results suggest that the pathways from parenting to association with deviant peers
and delinquency may differ in males and females, and the salience of certain parenting behaviors may differ across gender.
This article is based on research that was submitted by the first author in partial fulfillment of the requirements of the
master’s degree in psychology at the University at Albany, State University of New York. Support for this research was provided
by a Faculty Research Award to the second author.
Doctoral student in the Clinical Psychology Program at the University at Albany, State University of New York. Her major research
interests include risk and resiliency processes in minority youth and measurement equivalence of risk and resiliency constructs.
Assistant professor in the Department of Psychology at the University at Albany, State University of New York. She received
her Ph.D. in Clinical Psychology from the University of North Texas. Her major research interests are ecocultural models of
risk and resiliency in minority youth and measurement equivalence of risk and resiliency constructs.
Post-doctoral fellow with the Prevention Research Center at Arizona State University. He received his Ph.D. in Clinical Psychology
from the University at Albany, State University of New York. His major research interests are ecocultural models of risk and
resiliency in children, preventive intervention development for diverse children, and quantitative methodology and applications
in developmental and cross-cultural psychology. 相似文献