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This article presents a multistage migration framework to broaden the lens through which child welfare personnel can view immigrant and refugee families and their children. By better understanding the family's experiences in both emigration and immigration, including reasons for leaving their home country, experiences in transit, and reception and resettlement experiences in the United States, child welfare personnel are better equipped to assess their needs and provide effective prevention, protection, permanency, and family preservation services. Case examples illustrating the application of the framework and guidelines for program and practice are included. 相似文献
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Barbara S. Janowitz 《Demography》1976,13(2):189-198
The impact of education on family size is divided into a direct effect (holding labor force participation and age at marriage constant) and an indirect effect (varying labor force participation and age at marriage). The results suggest that (1) the indirect effect of education is greater at higher levels of the wife's education, (2) the direct effect is greater at lower levels of education in most cases, (3) the indirect effects do not vary systematically with husband's education, (4) but the direct effect does vary systematically with husband's education if the education of the wife is low but not if wife's education is high. 相似文献
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Barbara Katz Rothman 《Symbolic Interaction》1978,1(2):124-137
This paper will describe birth as a social as well as a physiological event, a process which is socially constructed and socially defined. The ways in which the medical establishment controls the birth experience, creating it as a medical event, will be presented. The role of childbirth education is presented here as supporting the medical model and preparing the pregnant woman and her mate for their roles in the institutional birth. We will briefly consider an alternative, non-medical approach to birth. 相似文献
158.
Barbara J. Bank Bruce J. Biddle Daphne M. Keats John A. Keats 《The Sociological quarterly》1977,18(4):574-588
The concept of attitude often subsumes normative, preferential, and belief components; some attitude scales are composed of items exhibiting two or more of these modalities. Beliefs may, in turn, be classified as reports, stereotypes, consequences, and intentions. This article shows that attitude questions in different modes have differing origins and implications, and that it is an error to continue to use an attitude concept and attitude scales that are modally ambiguous. As well, it is an error to use factor analyses and lack of co-scalability as the only criteria for assessing modality differences within attitude scales. In support of this argument we show that adolescents respond differently to attitude questions concerning school integration that are phrased in the normative, preferential, and belief modes, although these same questions are also found to co-scale. A distinction is made between two ways of learning attitudes: through personal experience and through information from others. On the basis of this distinction, parallel results were predicted and found for preferences and intentions. These differed from results that we predicted and found for norms and stereotypes. 相似文献
159.
Vision communication is considered to be essential for leaders to mobilize followers, but knowledge of how and why vision communication may influence followers is scarce. We argue that visions may invite followers to create an ideal self (a desired image of the self). Subsequent consideration of this ideal self may motivate followers to make the ideal self (and thus the vision) reality. Furthermore, we propose that visions that focus on followers (by addressing followers personally and involving them in the vision) are more likely to lead to the creation of an ideal self and hence to higher follower performance than visions that do not focus on followers. Moreover, we argue that this effect is particularly strong for followers with a promotion self-regulatory focus, a focus on reaching ideals and ideal selves, because promotion focus causes sensitivity to the presence or absence of ideals (Higgins, 1987, 1996, 1997). The results of two experiments support our predictions. 相似文献
160.
Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented. 相似文献