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31.
Linda Liska Belgrave Adrienne Celaya Seyda Aylin Gurses Angelica Boutwell Alexandra Fernandez 《Symbolic Interaction》2012,35(1):68-87
The abstract value of academic freedom is enjoyed (or not) in concrete settings, as interactional and emergent experiences. We examine classroom political controversy in our experiences, understandings, and values, using grounded theory methods and collective autoethnography by a team of five teachers and students. Our data were generated through electronic and face‐to‐face dialogues. Our analysis, guided by a symbolic interactionist and constructionist framework, yields a picture of Controversy in Action, whereby we navigate Barriers to Open Discussion and Costs of Controversy. Results highlight insights into taken‐for‐granted meanings unexamined in day‐to‐day classroom interaction. We attend to the relevance of the local context in which our classrooms are embedded and the interactional, meaning creating work that goes on in those classrooms, as we negotiate controversy. 相似文献
32.
Jesse Russell 《Journal of Socio》2012,41(6):843-848
The Icelandic banking crisis provides a useful example of how the global economic downturn transformed into a domestic crisis and then transformed again into an international conflict. Rather than a strict economic analysis, discussion around the economic causes and potential cures surrounding the Icelandic banking crisis have been framed in terms of ethics. The analysis shows that ethical paradigms based on consequences, in line with Kant's hypothetical imperative, do not align well with categorical imperatives based on duty when considering international political conflicts. It is unclear that any accounting would have the potential to achieve reconciliation. 相似文献
33.
Sally M. Gainsbury Alex Russell Alex Blaszczynski 《Journal of gambling studies / co-sponsored by the National Council on Problem Gambling and Institute for the Study of Gambling and Commercial Gaming》2014,30(1):11-25
Students recruited from psychology undergraduate university populations are commonly used in psychology research, including gambling studies. However, the extent to which the use of this subpopulation produces findings that can be extrapolated to other groups is questionable. The present study was designed to compare results from university-recruited psychology student gamblers to those obtained from a sample of gamblers recruited from the general population that also included students. An online survey measuring gambling behavior and Internet gambling, attitudes and knowledge about gambling and problem gambling severity was posted on websites accessed by gamblers. Participants were recruited from two sources, a psychology undergraduate university population (n = 461) and online websites (n = 4,801). Results showed university-recruited students differed significantly from both adults and students recruited from the general population in respect to demographic variables and gambling behavior. Psychology undergraduate students were younger, more likely to be female, and had lower incomes. When relevant demographic variables were controlled, psychology undergraduate students were found to gamble less frequently, at different times, and to be at lower-risk for gambling-related problems, but had more irrational beliefs and more negative attitudes towards gambling than gamblers recruited from the general population. Results suggest that caution should be used in extrapolating findings from research using university-recruited psychology student gamblers to wide community populations due to differences related to gambling thoughts, attitudes and behaviors. 相似文献
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Lydia F. Killos PhD Linda C. Hancock FNP PhD Amanda Wattenmaker McGann MPH Adrienne E. Keller PhD 《Journal of American college health : J of ACH》2013,61(3):228-230
Abstract Objective: Social norms campaigns are a cost-effective way to reduce high-risk drinking on college campuses. This study compares effectiveness of a “standard” social norms media (SNM) campaign for those with and without exposure to additional educational sessions using audience response technology (“clickers”). Methods: American College Health Association's National College Health Assessment questions are used to evaluate actual and perceived use. Additional survey questions assess individual exposure to the interventions. Results: The authors find “clicker” technology to be more effective than social norms poster media alone in reducing misperceptions of normative alcohol use for those students who attended clicker sessions. Conclusion: Poster SNM campaigns may be most effective when supported by group “clicker” heath-related sessions. 相似文献
36.
Adrienne Harris Ph.D. 《Studies in Gender and Sexuality》2013,14(2):145-153
In this commentary on Tara Babiak's analytic work with a very disturbed, almost autistic young man, I take up the function of gender categories as defense and as potential; the power of enactments in analytic treatment; and the difficulties of homophobia in patient, analyst and culture. I focus on the uses and functions of gender and ideals of masculinity in the patient's identity. A central enactment early in the treatment gave rise to intense transference and countertransference scrutiny. I suggest the long shadow cast by this enactment, which was both hopeful and provocatively destructive. I discuss the quandaries (analytic, personal, and cultural) for the analyst working with a patient for whom phobic dread may be a defense against fragmentation and madness. 相似文献
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In many circumstances it is necessary to design an experiment with partial confounding of parameter estimates. In this situation, one would like to have tools to assess and compare candidate designs graphically. In this paper we discuss two graphical representations of design properties, and illustrate their application with two examples. 相似文献
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40.
Harriet Over Malinda Carpenter Russell Spears Merideth Gattis 《Social Development》2013,22(2):215-224
We investigated the influence of being imitated on children's subsequent trust. Five‐ to six‐year‐olds interacted with one experimenter who mimicked their choices and another experimenter who made different choices. Children were then presented with two tests. In a preference test, the experimenters offered conflicting preferences for the contents of two opaque boxes, and children were asked to choose a box. In a factual claims test, the experimenters offered conflicting claims about the referent for a novel word, and children were asked to state which object the word referred to. Children were significantly more likely to endorse both the preferences and the factual claims of the experimenter who had mimicked them. These results demonstrate that imitation is a powerful means of social influence in development. 相似文献