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141.
142.
William R. Schucany 《The American statistician》2013,67(4):239-240
There are two common methods for statistical inference on 2 × 2 contingency tables. One is the widely taught Pearson chi-square test, which uses the well-known χ2statistic. The chi-square test is appropriate for large sample inference, and it is equivalent to the Z-test that uses the difference between the two sample proportions for the 2 × 2 case. Another method is Fisher’s exact test, which evaluates the likelihood of each table with the same marginal totals. This article mathematically justifies that these two methods for determining extreme do not completely agree with each other. Our analysis obtains one-sided and two-sided conditions under which a disagreement in determining extreme between the two tests could occur. We also address the question whether or not their discrepancy in determining extreme would make them draw different conclusions when testing homogeneity or independence. Our examination of the two tests casts light on which test should be trusted when the two tests draw different conclusions. 相似文献
143.
144.
Today, 50% of all U.S. marriages are expected to end in divorce, with the majority of the divorces being granted to individuals between the ages of 45 and 54. Gaining an understanding of the lived experience of postdivorce adjustment as seen in midlife was the aim of this study. A phenomenological research design was used. The themes that emerged from the data included time, emotional pain, changes in postdivorce parenting, and a sense of starting over. The clinical implications of this study suggest that obtaining an understanding of the postdivorce adjustment experience might help mental health practitioners enhance care for divorced individuals, divorcing couples, and their family members. 相似文献
145.
The convergent and discriminant validity of the Early Development Instrument (EDI), a teacher-rated assessment of children’s
“school readiness”, was investigated in a multicultural sample of 267 kindergarteners (53% male). Teachers evaluations on
the EDI, both overall and in five domains (physical health/well-being, social competence, emotional maturity, language/cognition,
communication/general knowledge), were related to direct, child-based assessments of performance on two standardized measures
of school readiness, and measures of phonological awareness and early social competence. Regression analysis indicated that
together the four comparison measures accounted for 36% of variance in overall EDI scores, each making a significant and unique
contribution. Results supported the convergent validity of overall EDI scores but not the discriminant validity of EDI domain
scores. Moreover, correlations between EDI scores and comparison measures varied widely across teachers, suggesting considerable
individual differences in teacher’s ability to evaluate school readiness relative to direct, child-based assessments, and
confirming that the EDI is more appropriate for deriving inferences at higher aggregated levels such as community or region.
The validation of EDI domain scores remains an important challenge in future research. 相似文献
146.
William B. Lacy 《Sociological focus》2013,46(3):203-216
Abstract College student value change was analyzed for individual and group value accentuation or convergence among a longitudinal panel study of students in a traditional, large liberal arts college and a small, innovative living-learning subenvironment. Initially students in the innovative environment were more liberal, socally conscious, culturally sophisticated and intellectually oriented than their counterparts in the traditional setting, and, after two years, accentuation of these group differences had occurred. However, these group differences were not the result of accentuation of individual differences. Instead, increases in the student values were linked to interaction with peers and faculty on related topics and these patterns of interaction were more likely to occur in the living-learning subenvironment. Finally, those students who initially were lowest on a value and who frequently interacted with faculty or peers on related topics tended to experience the greatest value change. 相似文献
147.
148.
Lisa Rapp-Paglicci Chris Stewart William Rowe 《Journal of social service research》2013,39(3):309-319
ABSTRACT Self-regulation skills programs focusing on emotional regulation and executive functioning and arts programs have separately demonstrated reductions in internalizing and externalizing disorders and academic difficulties and have shown improvement in self-regulation skills. This study sought to evaluate participants in Prodigy (a program synthesizing arts and self-regulation skills) regarding changes in mental health symptoms and academic performance. A quasi-experimental pretest–posttest was conducted with 108 at-risk adolescents and their parents. Significant reductions in internalizing and externalizing mental health symptoms and increases in academic self-efficacy with positive trends in improved academic achievement were noted. Future research regarding the potential of these two modalities is discussed. 相似文献
149.
Abstract We specify a revised model of the demographic transition which accounts for national fertility levels and changes over the past two decades. The model includes cultural, geographic, demographic and family planning program variables, in addition to a measure of national socio-economic modernization. Using crude birth rates for 117 countries, we operationalize and then apply the revised model to 1974 rates, and then test a longitudinal model of 1955–59 to 1974 change in rates. A final model for 81 less developed nations from the original set of 117 countries includes a measure of family planning program effort. Including this highly significant measure in a model of 1955–59 to 1974 change results in further evidence favoring modification of the traditional demographic transition model. Implications for the future course of fertility in underdeveloped countries are discussed. 相似文献
150.
William R King 《Omega》1984,12(6):529-538
The notion of a ‘strategic issues’ is rather pervasive in the field of planning in both conceptual [5, 19] and practical contexts. For instance, sometime ago the Wall Street Journal [41] reported that at least 50 large firms have created positions of ‘issues management director’; a dramatic increase in the number of such positions. ‘True’ strategic issues have a readily apparent importance to any organization; yet the process of identifying such issues and of integrating them into strategic planning and management is not well developed. Most treatments of strategic issues deal only with specific segments of the overall process through which relevant issues may be initially identified and finally translated into appropriate strategy [e.g. 5, 17]. This paper demonstrates that it is practical to develop a comprehensive process of ‘strategic issue management’ (SIM) that will facilitate the systematic identification, assessment and analysis of such issues. Such a process can ensure that issue-related factors are fully integrated into the formulation and implementation of strategy and plans. As such, SIM is a process whereby strategic issues may become an integral element of strategic management. 相似文献