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111.
This study investigated how contextual factors affect the processing of child sexual abuse cases, from reporting to sentencing. We analyzed three types of data: (a) data compiled by the Pennsylvania Coalition Against Rape from monthly reports by all rape crisis centers in the state; (b) data from the Pennsylvania Office of Children, Youth, and Families; and (c) sentencing data from the Pennsylvania Commission on Sentencing. Results indicated that aggregate rates of reporting, substantiation, and sentencing were affected by county levels of expenditure. In addition, reporting and substantiation were affected by county-level factors, such that rural counties, counties with a higher percentage of individuals living below the poverty level, counties with higher expenditures, and counties with a higher percentage of stranger assaults had higher rates of child sexual abuse reporting. 相似文献
112.
Most research on violence has focused on males, but recent studies indicatethat females are also involved in violent crimes. Few studies, to date,have examined whether different or similar models explain male and femaleinvolvement in violent behavior. In the current research, we examine therelative contribution of social bond, self-control and social learningconcepts to the explanation of male and female violent offending. We alsoexplore the unique contribution of gang membership, school environment andprior victimization to these explanatory models. Using a multisite sampleof eighth-grade students, we find that results of a Chow test indicate theneed for separate theoretical models. Despite some similarities, differentfactors account for male and female rates of violent behavior. 相似文献
113.
文化差异与翻译 总被引:1,自引:0,他引:1
李建红 《浙江青年专修学院学报》2004,(2):44-45
文章分析了翻译过程中涉及到的语言与文化两个密切相关的因素,包括语言与文化的关系、文化差异的表现,并强调:1.语言与文化是紧密相关的两个方面、两者彼此影响.2.文化差异的存在是翻译过程中不容忽视的问题.3.文化差异的异化、归化翻译. 相似文献
114.
Changes in life roles reflect the process of reorganization of identity, which is an important component of adaptation during transition to parenthood. During this family transition gender differences are significant. Despite the fact that in Western societies women and men are encouraged to share family and work responsibilities, female self-concept is more strongly associated with motherhood, whereas men still highly value the role of a breadwinner. Therefore, relative perceived and desired salience, and directly assessed importance of main life roles (a spouse, a worker and a parent) before and after the birth of the child were examined. One hundred and eighty-seven couples participated in the study. The perceived (relative and directly assessed), and relative desired salience of a parental role increased after the child’s birth in both genders. Women valued the parent role higher than men who deemed the worker role more salient to their identity after the child’s birth. Spouse identity seemed to be created in the couple itself as both partners assessed it similarly. Inclusion of couples and repeated measurement of all variables allowed for the analysis of complex changes in self-perceptions in transitions to motherhood and fatherhood. 相似文献
115.
把握着力点探索统筹城乡发展新模式 总被引:1,自引:0,他引:1
统筹城乡发展是党中央解决城乡二元结构的总体思路和战略选择,也是解决“三农”问题的最终出路。目前我国城乡二元结构造成的深层次矛盾和问题依然突出,城乡发展的差距还在扩大,怎样解决这些问题,仍值得我们去思考和探索。 相似文献
116.
Diane Hughes Carolin Hagelskamp Niobe Way Monica D. Foust 《Journal of youth and adolescence》2009,38(5):605-626
The current study examined relationships between adolescents’ and mothers’ reports of ethnic-racial socialization and adolescents’
ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified
as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation
for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and
behavioral engagement). Mothers’ reports of their cultural socialization predicted adolescents’ reports, but only adolescents’
reports predicted adolescents’ ethnic-racial identity processes. Mothers’ reports of preparation for bias predicted boys’
but not girls’ reports of preparation for bias. Again, only adolescents’ reports of preparation for bias predicted their ethnic-racial
identity. Thus, several gender differences in relationships emerged, with mothers’ and adolescents’ perceptions of cultural
socialization, in particular, playing a more important role in girls’ than in boys’ identity processes. We discuss the implications
of these findings for future research.
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
Diane HughesEmail: |
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
117.
Bridging the enduring gender gap in political interest in Europe: The relevance of promoting gender equality 下载免费PDF全文
Notwithstanding the improvement in gender equality in political power and resources in European democracies, this study shows that, on average, declared interest in politics is 16 per cent lower for women than for men in Europe. This gap remains even after controlling for differences in men's and women's educational attainment, material and cognitive resources. Drawing on the newly developed European Institute for Gender Equality's (EIGE) Gender Equality Index (GEI) and on the European Social Survey (ESS) fifth wave, we show that promoting gender equality contributes towards narrowing the magnitude of the differences in political interest between men and women. However, this effect appears to be conditioned by the age of citizens. More specifically, findings show that in Europe gender‐friendly policies contribute to bridging the gender gap in political engagement only during adulthood, suggesting that childhood socialisation is more strongly affected by traditional family values than by policies promoting gender equality. In contrast, feminising social citizenship does make a difference by reducing the situational disadvantages traditionally faced by women within the family and in society for middle‐aged people and older. 相似文献
118.
张羽佳 《北京行政学院学报》2010,(2):51-55
葛兰西文化霸权理论认为,在市民社会较为成熟的欧洲国家,无产阶级应该首先通过阵地战的方式在文化领域取得领导权,进而夺取国家政权。这就表明,现代国家的真正力量不在于统治阶级的暴力和国家机器的强制性,而在于被统治阶级对统治阶级世界观和价值体系的认同。葛兰西的理论观点对当代中国的文化和意识形态建设具有重要的借鉴意义。在当代中国,执政党确立意识形态领导权地位的方式就在于通过谈判与对话的方式,将各种具有异质目的的分散意志用务实的目标统一起来,由此形成具有共同情感和利益要求的历史的集团,开创文明的新时代。 相似文献
119.
民事诉讼程序的简易化与小额诉讼程序的引入 总被引:2,自引:0,他引:2
普通程序与简易程序是民事诉讼程序中并立的两种基本程序构造。相对于普通程序而言,简易程序在诉讼效率方面有着明显的优势,它对于缓解日益增大的案件压力、扩大司法吸纳纠纷的能力具有积极意义。在追求民事诉讼程序简易化的背景之下,小额诉讼程序作为一种特殊的诉讼机制备受关注。因此,结合我国国情,探讨小额诉讼程序的引入等理论问题意义重大。 相似文献
120.
农用地流转有效机制探讨 总被引:1,自引:0,他引:1
有效的农用地流转机制是统筹城乡发展的重要突破口。该文肯定了农用地流转的意义,分析了农用地流转与耕地保护之间的矛盾冲突,并在此基础上借鉴一些地方的特色土地流转模式,探讨了农用地流转的有效机制。 相似文献