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41.
42.
Ted Schoneberger 《The Analysis of verbal behavior》2005,21(1):191-207
In What''s Within? Nativism Reconsidered 1999 Fiona Cowie addresses three questions: (1) What is nativism? (2) What is meant by calling some trait “innate”? and (3) What types of evidence should be offered when claiming innateness? This review concentrates on these questions as they pertain to Chomsky''s faculties-based account of language acquisition. In particular, this review focuses on Cowie''s critique of three versions of the poverty of the stimulus argument (POSA): (1) the a posteriori POSA, (2) the logical problem POSA, and (3) the iterated POSA. In addition, counter arguments to her critique, and Cowie''s response, in turn, to some of those counter arguments, are also reviewed. 相似文献
43.
Journal of Population Research - This paper examines immigrant retention using a novel approach based on data contained in New Brunswick’s Medicare Registry database. To date, researchers... 相似文献
44.
Dina C. Walker-DeVose Akiv Dawson April M. Schueths Ted Brimeyer Jonique Y. Freeman 《Race Ethnicity and Education》2019,22(3):355-373
Informed by critical race theory (CRT), we examine how African-American and white college students, at a predominantly white, structurally diverse, Southern US university, understand their cross-racial experiences. Black–white interactions are understood within the context of the so-called ‘post-racial’ environment, against the backdrop of high-profile cases of racial injustice, and within the added context of the historical legacy of slavery and Jim Crow segregation in the rural Southern United States. Our study suggests that many students, regardless of race, recognized the persistence of racial segregation, especially in nightlife and campus Greek letter organizations (GLOs). African-American students were the most vocal and troubled by this division. Unexpectedly, however, students appeared to take for granted that in the American South, racism is persistent and indestructible. Building on Bell’s (1991) notion of racial realism and Bonilla-Silva’s (2013) notion of naturalization, we expand the view that racism is inherent or related to individual preference, to place and time, with a construct we term southern assumptions. Southern assumptions are the mechanisms in which participants connect collective historical racism in the south to the race problems of today. 相似文献
45.
46.
Allen W. Barton Ted G. Futris Renay C. Bradley 《Journal of marital and family therapy》2014,40(2):165-177
The present study explored changes in individuals' relationship cognitions and behaviors following premarital education for couples with different risk profiles. The sample consisted of 63 couples who completed the PREPARE program and were classified for future marital risk based on dyadic information. A significant interaction effect was found between risk and time, with individuals in relationships classified as high risk exhibiting greater change at 4 weeks postprogram compared to low‐risk individuals. Perceived helpfulness of topics also varied by couple type. Findings provide support for adapting premarital education programs for high‐risk couples and offer clinicians and educators specific insights for areas of emphasis when working with different types of couples. 相似文献
47.
Access to resources and social relationships are important for teacher development. Unfortunately, within higher education contingent faculty often are under resourced and poorly integrated into their department’s social network. This shortfall could be addressed by Open Educational Resources (OERs), which are websites that freely distribute pedagogical resources and provide a platform for educators to form collegial relationships. The current research focuses on the OERs that have formed around American sociology to assess the characteristics of the faculty who use them, the pedagogical resources they acquire from them, and how often their users form collegial relationships online. Analysis of an online survey of 275 sociology OER users finds that contingent faculty are acquiring resources from the sites. While only a small percentage of faculty are forming collegial relationships via these sites, they are doing so without occupational status, gender, or racial differences. 相似文献
48.
Ted Striphas 《Cultural Studies》2017,31(1):143-163
This essay reflects on the lives of two people whose publications, pedagogy, lectures, and crucially, whose experiences helped set the terms of the debate about so-called high culture in Cultural Studies: Matthew Arnold (1822–1888) and Frank Raymond (F. R.) Leavis (1895–1978). Who was Matthew Arnold? F. R. Leavis? What were the conditions of possibility of their work and words – that is, for the practices and positions for which they advocated? What new questions might emerge by sharing in detailed and perhaps unexpected stories of individuals who, presently, seem to function in Cultural Studies mainly as known-unknowns? The argument is that the details of both Arnold and Leavis’ lives are integral to understanding the conditions of possibility of their work, both individually and collectively, and indeed to more fully appreciating the meaning and implications their work holds for Cultural Studies. Apropos, this piece refines the methodology of keywords introduced by Raymond Williams [1958. Culture and society, 1780–1950. New York, NY: Columbia University Press; 1983. 相似文献
49.
Ted Speevak 《统计学通讯:理论与方法》2017,46(17):8419-8429
50.
Ted G. Goertzel 《Qualitative sociology》1979,1(3):53-76
Recognizing the need for an objective basis for choosing political strategies within the context of the debates concerning
the intermediary strata in modern capitalistic societies, this article examines both qualitative theoretical distinctions
and quantitative data as a means to clarify issues and to defend alternative positions. Noting that the question of class
is essentially qualitative, but that attempts to delineate classes in societies are based on quantitative dimensions (i.e.
numbers of people in each class, political attitudes, etc.) the article seeks to test qualitative definitions of class in
terms of these quantitative dimensions. 相似文献