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981.
982.
Jennifer White 《Child & Youth Services》2013,34(1-2):14-20
The exploratory study conducted by Yang, Burrola, and Bryan (2009) provides an excellent platform for calling attention to the issue of suicide risk among elementary and middle school youth. Using their study as a catalyst, with this commentary I consider the finding that 12% of the young people surveyed acknowledged that they had “seriously considered suicide during the past year.” I offer an alternative interpretation that focuses more explicitly on youth resilience and discuss how youth organizations can become more intentional and proactive in their overall suicide prevention aims. 相似文献
983.
《Child & Youth Services》2013,34(1-2):75-90
Major Developments in the history of fostering in Northern Ireland are described, major problems identified and suggestions made for the current and future development of specialist fostering arrangements. 相似文献
984.
《Child & Youth Services》2013,34(1-2):67-79
No abstract available for this article. 相似文献
985.
Laurie Ross 《Child & Youth Services》2013,34(3):267-289
Using narrative inquiry to analyze accounts of how two experienced youth workers handled the potential for gun violence in their organizations, this article argues that youth worker expertise in part is based on personal knowledge derived from childhood neighborhood-based peer groups and participation in youth programs. Expert youth workers draw on personal and professional craft knowledge and move between the rules of youth organizations and the rules of the streets to read people and situations and address the potential for serious violence. Implications for youth worker professional development are raised. 相似文献
986.
《Child & Youth Services》2013,34(1-2):189-202
Abstract Various strategies are discussed for creating intergenerational research opportunities that support the rights of indigenous children and youth. These strategies were developed during an international workshop that brought together indigenous elders and youth from 20 nations to discuss a global intergenerational action plan. Specific workshop goals were to (a) explore traditional values and teachings that nurture children, and (b) identify ways in which the United Nations Convention on the Rights of the Child might support indigenous peoples in developing research and training initiatives for strengthening the rights of indigenous children. The workshop applied traditional methods of mediation and dispute management to discussions of key child-rights issues relevant to indigenous children. The plan of action developed in the workshop included specific strategies for community and national level research based on information provided by Indigenous elders, children, and youth. Issues appropriate for study by inter-generational researchers include those related to discrimination, health, child protection, and increased participation of children and youth in cultural traditions. 相似文献
987.
《Child & Youth Services》2013,34(1-2):151-176
Abstract Group care centers are established to provide a range of living, learning, treatment, and supervisory opportunities for children and young people who, for a variety of reasons, need alternative, supplementary, or substitute care. It is important, therefore, that group care centres establish an organizational climate, ethos, or culture of caring that is consistent with these objectives. This is achieved through internal organizational design, administrative routines, maintaining the physical environment, and support for staff team functioning, including attention to Specific work methods. 相似文献
988.
Hmong American youth have been in the United States for 40 years, and yet research still suggests a binary portrayal of their experiences—model minorities or struggling delinquents. In this study, we use critical discourse analysis to examine academic literature and the construction of “Hmong American youth.” We examine academic literature discursive practices and power in controlling the discourse on Hmong American youth and shaping practices and policies. Using critical discourse analysis, we call attention to academic literature and its power, and challenge researchers to reconstruct a more complex discourse of Hmong American youth that captures their histories, possibilities, and desires. 相似文献
989.
J. B. Mayo Jr. 《Child & Youth Services》2015,36(1):79-93
Critical pedagogy empowers Gay Straight Alliance (GSA) advisers facilitate reflective, activist-oriented learning. Its use in school clubs has broad implications for both teachers and youth workers. Informed by critical multiculturalism, this study draws on ethnographic fieldwork from one school year and in-depth interviews with GSA participants. Data reveal that the GSA advisor's understanding of critical pedagogy is characterized by expanding students’ knowledge, facilitating students’ activism, and encouraging students’ reflection on significant interactions with peers and family. The author concludes these pedagogical practices help create long-term GSAs, where engaged student learning and activism promote a “third space” in youth development work. 相似文献
990.
Tom Sandercock 《Journal of Gender Studies》2015,24(4):436-452
The teen television shows Glee (2009-) and Degrassi (2001-) are notable for diversity in gender and sexuality representations. Glee represents a variety of masculine women and feminine men as well as gay, lesbian, and bisexual characters. Likewise, Canada's Degrassi franchise has portrayed non-heterosexual characters in significant and controversial ways. Its most recent incarnation, Degrassi (previously Degrassi: The Next Generation) is discussed in this article, alongside Glee, in relation to their recent inclusions of two transgender-identified teenagers bringing transgenderism to the fore of these programmes' discussions of gender and identity. As trans youth are highly vulnerable due to both systemic ageism and cisgenderism, it is not surprising that both detail narratives of discrimination and assault driven by bigotry and ignorance. Conversely, they also explore more positive aspects of the lives of young people, such as friendship and romance (even as these cause their own problems at times), also enjoyed by trans youth. As such, the themes of ‘love’ and ‘hate’ manifest in interesting ways in both of these televisual texts and guide this article's analysis. While challenging assumptions that trans lives are governed by negative emotional states, these representations continue to reify stereotypes, not only of transness, but also of boyhood, girlhood, race and their intersections. Both representations are grounded in material and emotional journeys (or movements) and the concept of the ‘moving body’ (Keegan, 2013) partly informs these readings. The privileging of certain modes of trans personhood and embodiment over less normative (unseen, unacknowledged, and thus invisible) ones is at stake in these representations, but they also lay the groundwork for diverse future depictions. By addressing this gap in research, this article elucidates how gender (diversity) is being constructed for consumption on adolescent television and its potential for (re)thinking trans/gender, identity, and embodiment for young people in contemporary Western societies. 相似文献