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191.
HOMOGAMY AMONG DATING, COHABITING, AND MARRIED COUPLES 总被引:1,自引:0,他引:1
The winnowing hypothesis posits that transitions from dating to cohabiting to marital unions are marked by increasing selectivity in the mate selection or matching process. In this paper, we provide comparative estimates of educational, racial, and religious homogamy and heterogamy along a continuum of commitment: sexually intimate dating couples, cohabiting couples, and married couples. Log-linear models, fitted to cross-classified data from the 1995 National Survey of Family Growth, provide only partial support for the winnowing hypothesis. On the one hand, homogamy with respect to race and religion increases slightly as relationships progress from dating to cohabitation to marriage. On the other hand, each relationship–dating, cohabiting, and married–is marked by substantial homogamy, at least for the traits considered here. And, in the absence of homogamy, each couple type reveals quite similar patterns of educational heterogamy or intermarriage, although upward mobility through partnering is less evident among cohabitors. Overall, however, the rather stringent sorting criteria that men and women use in selecting a marital partner, which manifests itself in marital homogamy, is also used in dating and cohabiting relationships. 相似文献
192.
BUSY PLACES AND BROKEN WINDOWS? Toward Defining the Role of Physical Structure and Process in Community Crime Models 总被引:3,自引:0,他引:3
Pamela Wilcox Neil Quisenberry Debra T. Cabrera Shayne Jones 《The Sociological quarterly》2004,45(2):185-207
Borrowing from the systemic model of social disorganization theory as well as from theories of human ecology and urban geography, we examine the effects of land use on community rates of violence and burglary. We posit that community crime is differentially affected by distinct nonresidential physical spaces in a neighborhood—distinct in terms of whether they are adult-centered, "business-oriented" public spaces versus spaces that are public yet still "resident centered," especially toward community youth (e.g., educational and recreational spaces). We examine potential main, mediating, and moderating effects of neighborhood social structure, resident-centered versus business-oriented public land use, and neighborhood-level processes, including neighboring and physical incivility, using data from 100 Seattle census tracts. Results suggest that the effects of schools on community violence are largely direct, while the effect of business places on violent crime is mediated substantially, but not completely, by physical disorder. In contrast, the effect of playgrounds on violence is moderated by residential instability. Regarding burglary, presence of schools is nonsignificant. Presence of businesses increases burglary, though the effect is partially mediated again by physical disorder. The effect of businesses is also moderated by residential (in)stability. Presence of playgrounds increases burglary risk regardless of neighborhood social-structural characteristics. 相似文献
193.
Joanne Riebschleger Debra Norris Barbara Pierce Debora L. Pond Cristy Cummings 《Journal of Social Work Education》2015,51(3):S209-S224
Multiple issues that are unique to child welfare social work practice in rural areas markedly affect workforce recruitment and retention, yet little attention is given to the proficiencies needed to equip emerging social workers for this growing area of the field. Curriculum content is needed that provides students with the opportunity to master the skills needed to thrive as child welfare social workers in rural areas. Using an evidence-based practice critical thinking model as a guide, a systematic review of literature and documents addresses many of the competencies needed to prepare social work students for child welfare practice in rural areas. These competencies are identified. Suggestions for integration into the social work curriculum are offered. 相似文献
194.
195.
Valerie J. Morganson Meghan P. Jones Debra A. Major 《The Career development quarterly》2010,59(2):169-179
Enrollment of women in science, technology, engineering, and mathematics (STEM) majors is disproportionately small and declining. This study examines social coping to explain the gender gap. Women undergraduates reported using significantly more social coping than did men. Multiple regression analyses revealed that social coping was a stronger predictor of commitment to major for women than for men. Social coping negatively predicted intent to turn over, or withdraw from, their major for women, but not for men. Unexpectedly, social coping negatively predicted academic course grade for men but not for women. Results suggest that women benefit more from social coping than do men. Implications for counselors and policy are discussed. 相似文献
196.
Debra Harris Nixon Debra Marcelle-Coney Maru Torres-Greggory Edith Huntley Carlyn Jacques Maud Pasquet Regina Ravachi 《Journal of marital and family therapy》2010,36(2):197-211
Creating a safe place for open classroom engagement on topics of multiculturalism and diversity requires intentionality and honesty. Unless all, professor and students alike, feel safe talking about related issues, the attempt will result in a politically correct exercise in futility. This article focuses on how intentional pedagogical efforts can create a classroom environment conducive to therapeutic self-reflection and result in personal and professional transformation. Offerings include personal reflections, theoretical and pedagogical ideologies and practices, a classroom paradigm as exemplar, critical redefinitions, a survey of other pedagogical endeavors, a template for multicultural instruction, and recommendations. 相似文献
197.
198.
The number of students, particularly the number of women, completing science, technology, engineering, and mathematics (STEM) undergraduate degrees is insufficient to meet the U.S. demand. Thus, research investigating key predictors of STEM commitment is of high importance. Applying the Social Cognitive Model of Career Self‐Management (SCCT‐CSM; Lent & Brown, 2013 ) as a guiding framework, this study examined the relationship between work–family balance self‐efficacy (WFSE) and STEM commitment as moderated by gender. The sample included 246 STEM students (106 women, 140 men) from a southeastern university. A 3‐step hierarchical regression analysis demonstrated that WFSE accounted for incremental variance in STEM commitment beyond traditional social‐cognitive predictors, and gender moderated the relationship between WFSE and STEM commitment. Contrary to expectations, the relationship was stronger for men than for women. Findings suggest resiliency among women, showing that they are committed to STEM regardless of low WFSE. Practical implications for university and workplace contexts are discussed. 相似文献
199.
How home care workers (HCWs) adapt their classroom training to their workplaces is central to their own safety and that of their care recipients. A case study approach was adopted for this inquiry into HCW training in Australia, where new workers were directly observed and interviewed in their workplaces following classroom training. Findings from the study advance four contributions: (a) learning is person-dependent, (b) artefacts in the form of written materials afford a valuable form of learning support; (c) opportunities for these workers to meet, share and refresh their knowledge are important for further development of occupational capacities; and (d) more organisational support for such socially isolated workers’ learning is needed. 相似文献
200.
Naturalistic Observations of Peer Interventions in Bullying 总被引:4,自引:2,他引:2
This study examined peer intervention in bullying using naturalistic observations on school playgrounds. The sample comprised 58 children (37 boys and 21 girls) in Grades 1 to 6 who were observed to intervene in bullying. Peers were present during 88% of bullying episodes and intervened in 19%. In 47% of the episodes, peers intervened aggressively. Interventions directed toward the bully were more likely to be aggressive, whereas interventions directed toward the victim or the bully-victim dyad were more likely to be nonaggressive. The majority (57%) of interventions were effective in stopping bullying. Boys were more likely to intervene when the bully and victim were male and girls when the bully and victim were female. The implications for anti-bullying interventions are discussed. 相似文献