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971.
Teaching restorative justice in an academic setting is different from teaching almost any other academic course. Courses taught in the context of academic criminal justice programs tend to reinforce the structural inequalities in society, replicated and reinforced by instructor driven classroom experiences. In contrast, effective teaching of restorative justice should emulate the values of principles of restorative justice in the organization and management of the course. Teachers of restorative justice must ‘walk the talk’ and apply restorative principles and values to the design and delivery of the course itself. A conceptual framework for ‘restorative andragogy’ is developed that blends principles and values of adult learning with those of restorative justice. Four principles of this approach are identified and applied across three instructional modalities – face-to-face, online only, and hybrid courses. This approach provides a theoretically grounded model for effective teaching of restorative justice courses. 相似文献
972.
TRACY IRWIN 《The Howard Journal of Crime and Justice》2008,47(5):512-528
Abstract: The status of prison educational programmes is described as ‘marginal’ ( Reuss 1999 , p.114) and prisons are portrayed in the worst terms as ‘human dustbins’ ( Parkinson 1997 , p.16). Whilst inside accounts of prison life are rare ( Scraton and Moore 2006 ) some ethnographic reports from practitioners working in prisons have been published ( Reuss 1999, 2000, 2003; Pawson 2000 ). This article adds to the corpus, presenting a personal account of teaching based on six years' experience working in Maghaberry Prison in Northern Ireland. Successful pedagogical approaches as well as practical inconveniences faced daily by educationalists working in this environment are presented. 相似文献
973.
Graham Smith 《Regulation & Governance》2009,3(4):421-441
By examining developments in England and Wales this article considers police reform in the context of the tension between operational independence and citizen oversight. The article assesses the nexus between regulation and accountability in order to shed light on how a bifurcated accountability paradigm has protected police autonomy. Particular significance is attached to the cold‐blooded police shooting of an innocent man as a critical moment in the recent history of police governance. The lesson‐learning strategy of the Independent Police Complaints Commission, created under the Police Reform Act 2002, is singled out as an important driver of police reform. Although police governance reform in England and Wales is context specific, it is held that appreciation of the regulation accountability nexus and complaints as lesson‐learning opportunities are of significance in other jurisdictions and sectors. 相似文献
974.
Along with other types of process‐oriented regulation, voluntary disclosure programs are increasingly used by regulatory agencies to supplement traditional inspection activities. Voluntary disclosure programs provide incentives, such as immunity or reduced regulatory enforcement to those submitting reports, while providing regulatory agencies with valuable information on existing risks and areas of non‐compliance. This article contributes to the discussion of voluntary disclosure programs by highlighting an important unconsidered benefit of such programs: the secondary learning they generate, above and beyond information about violations. Beyond the information submitted by firms contained in the self‐disclosures, the programs generate information and insights about the usual practices of the industry, the division of labor, typical problems, and ways to handle them – those details often invisible to those outside an organization or inside the organization but not “on the ground.” This additional information provides important benefits to both industry management and agency officials. We demonstrate the existence of secondary learning and describe the effect of the structure of voluntary programs on secondary learning with evidence from two case studies of the Federal Aviation Administration's voluntary disclosure programs: the Aviation Safety Action Program and the Voluntary Disclosure Reporting Program. 相似文献
975.
Ruben Zaiotti 《European Security》2013,22(3):328-346
Abstract Despite different traditions, interests and perceptions characterizing North American and European approaches to homeland security, since 9/11 policy-makers across the Atlantic have formulated increasingly similar policies to deal with terrorism and other international security threats. Challenging mainstream accounts elaborated in the policy convergence literature, and drawing from sociological works in performance studies, this essay argues that the recent evolution of homeland security policies in Europe and North America can be understood as an instance of ‘practical learning’. From this perspective, this outcome is the result of the acquisition on the part of European and North American policy-makers of the practical knowledge necessary to carry out the new policies, policies learned by mimicking the practices of their counterparts across the Atlantic. This argument is then applied to examine two cases of policy convergence in Europe and North America – the proposal for a ‘European Passenger Name Record’ system and the project of a regional ‘Security Perimeter’. 相似文献
976.
Juan David Parra Heredia 《Third world quarterly》2013,34(11):2188-2202
AbstractThis article makes a critique of using Post-Development as a tool in teaching an introductory course in development studies. Such a debate was initiated by Harcourt in a previous issue of Third World Quarterly as she reflected on her teaching experience in a European Institution. Harcourt concludes that the lack of engagement of some of the students in the course reflects the unwillingness of privileged middle-class pupils to challenge western lifestyles. I draw on a critical realist meta-theory about the process of learning in higher education to challenge the ontological support of that conclusion and invite her to reconsider her teaching strategy. 相似文献
977.
A qualitative study of primary health care teams in the UK provides insight into their co-ordination or learning-orientation and how this affects member commitment, conceptions of ‘core’ and periphery, group identification and willingness to integrate roles. Even if the ideal of a learning-oriented primary health care team is viewed as a myth, it can still perform useful functions despite an apparent withdrawal of its official authorization by the Cameron-led government. The perpetuation of this myth maintains a tension between reality and potentiality in the hopes that inspire its pursuit as an ideal of team formation. 相似文献
978.
《Critical Studies on Terrorism》2013,6(4):629-648
ABSTRACTIt is astonishing how many researchers adopt a counterterrorism agenda and suggest researching terrorist learning in order to shape security countermeasures. Posing different questions would lead to different answers. One such question would be, “What makes terrorist learning different?” Terrorist groups operate clandestinely, which means the environment in which they learn is different. This paper investigates the context in which Al Qaeda in the Islamic Maghreb (AQIM) has learned. Thus, a qualitative case study analysis of the influence of meso- and macro-level factors on AQIM’s tactical and strategic patterns between 1999 and 2013 will shed light on terrorist learning. Meso-level influences are conceptualised as cooperation and ultimate merging with Al Qaeda, and macro-level influences as government action. The result is puzzling: AQIM has learned tactically from Al Qaeda and strategically from counterterrorism. This is puzzling because scholars commonly question whether it is possible to learn under pressure. Nevertheless, AQIM’s learning has been more profound when faced with pressure than when cooperating voluntarily. The sustainable answer to the question of the political implication thereof is not how to boost counterterrorism measures but how to redefine them. If what is different about terrorist learning is above all the context, we need to question the context. 相似文献
979.
Neovi M. Karakatsanis 《Democratization》2013,20(2):386-409
Utilizing over 100 interviews conducted with Greek political and military elites, this article offers a refinement of the process of political learning, believed to contribute to democratic consolidation by modifying individuals' beliefs about political goals and the best means to achieve them. Using the Greek case as an empirical test, this study confirms the democratization literature's claim that elites learn from singular catastrophic events. It offers a refinement, however, of specific lessons and the related behavioural change. Moving beyond the main conclusions of that literature, the article argues that learning can arise in a variety of ways and from varied experiences. Inductive trial-and-error learning stimulated by success can also play a key role as can slow and cumulative learning, which results from the accumulation of both positive and negative lessons, and can proceed in a two-step process of instrumental learning first, followed by more principled learning later. Learning thus sometimes takes a tangled course: elites take tentative steps, implement small policy changes, observe the effects of their actions, and learn from them as lessons accumulate, interact and slowly reinforce each other. Finally, learning does not always guarantee moderation and the adoption of democratic attitudes, tactics, and policies. As the article illustrates, the political learning process is often best characterized as highly contingent and complex. 相似文献
980.
《Terrorism and Political Violence》2012,24(1):57-76
ABSTRACTThis paper applies the concept of “communities of practice” to al-Muhajiroun (“the Emigrants”), an outlawed activist network that seeks to create an Islamic caliphate in Britain and the West through activism and proselytizing. Responding to recent studies on terrorism learning and adaptation, the author argues that focusing exclusively on the outputs of learning is unsatisfactory. Instead scholars should analyze learning as a process and unpack the causal mechanisms behind it. To support his within-case analysis, the author draws on extensive field work, including interviews and ethnographic observation. Newcomers to al-Muhajiroun learn the community’s norms and practices through repeated interactions with more experienced activists. These interactions take place in study circles and through companionship. Activists also learn by doing, preaching the Emigrants’ Salafi-Islamist ideology at da’wah stalls and protesting against the West’s “war on Islam” at demonstrations. The more they do, the better they become at performing the network’s high-risk activism, and the more deeply committed they become to its community of practice. However, far from allowing activists to adapt seamlessly to all challenges, the Emigrants’ insular and dogmatic community of practice creates its own problems, hindering its ability to innovate, expand, and thrive in an increasingly hostile environment. 相似文献